il 


ARMY  MENTAL  TESTS 


COMPILED  AND  EDITED 
BY 

CLARENCE  S.  YOAKUM 

AND 

ROBERT  M.  YERKES 


PUBLISHED  WITH  THE  AUTHORIZATION 
OF  THE  WAR  DEPARTMENT 


mcmrpt. 


NEW  YORK 
HENRY  HOLT  AND  COMPANY 
^  1920 

TZ  5  0 


5^ 


LIB 


SCRIPPS     INSTITUTION 
OF  OCEANOGRAPHY 
iNlVERSITY  OF  CALlFORNlii 
LA  JOLLA.  CA-klyFORNlA 


17m 


Copyright,  1920 

BY 

HENRY  HOLT  AND  COMPANY 


PREFACE 

During  the  past  fow  months  the  C)fficc  of  the  Surgeon  General 
of  the  Army  and  the  National  Research  Council  have  l^ecn  be- 
sieged with  requests  for  information  concerning  the  methods 
of  psychological  examining  and  for  the  printed  materials  used 
in  the  United  States  Anny.  To  meet  this  demand  it  has  seemed 
advisal)le  to  prepare  this  little  book,  which,  in  addition  to  the 
''Examiner's  Ciuide,"  presents  information  concerning  the  re- 
sults of  psychological  examining  in  the  Anny  and  indications  of 
the  possible  uses  of  similar  methods  in  education  and  industry. 

The  book  has  been  prepared  under  the  editorial  direction  of 
Majors  Clarence  S.  Yoakum  and  Robert  M.  Yerkes,  who,  in 
cooperation  with  other  members  of  the  psychological  staff  of 
the  Surgeon  General's  Office,  selected  the  various  materials  and 
decided  about  the  mode  of  presentation.  The  editors  are  re- 
sponsible for  the  material  of  certain  of  the  chapters,  and  they 
have  indicated  the  resiwnsil)ility  of  others  wherever  possible. 

It  has  been  arranged  that  the  royalty  from  Army  Mental 
Tests  shall  be  i)ai(l  to  the  treasurer  of  the  National  Research 
Council  for  the  support  of  psychological  research. 

The  instructions  originally  printed  in  the  "  Examiner's  Guide" 
for  the  Stanford-Binet  scale  and  the  Point  Scale  have  been 
omitted  from  this  volume  because  of  copyright  restrictions,  but 
these  materials  are  available  in  books  previously  published. 

A  detailed  and  complete  account  of  the  methods  and  results 
of  psychological  examining  in  the  Army  is  in  course  of  publica- 
tion in  the  Memoirs  of  the  National  Academy  of  Sciences, 
Washington. 

The  Editors, 


lU 


CONTENTS 

PAGE 

Preface iii 

Introduction vii 

CHAPTER  I 
Making  the  Tests 1 

CHAPTER  II 
Methods  and  Results 12 

CHAPTER  III 

The  Examiner's  Guide  for  Psychological  Examining  in  the 
Army — Directions  for  Giving  the  Army  Mental  Tests 41 

CHAPTER  IV 

Army  Tests  in  the  Students'  Army  Training  Corps  and  Col- 
leges     153 

CHAPTER  V 
Practical  Applications 184 

CHAPTER  VI 
Army  Test  Record  Blanks  and  Forms 205 


INTRODUCTION  * 

The  human  factors  in  most  practical  situations  have  been 
neglected  largely  because  of  our  consciousness  of  ignorance  and 
our  inability  to  control  them.  Whereas  engineers  deal  con- 
stantly with  physical  problems  of  quality,  capacity,  stress  and 
strain,  they  have  tended  to  think  of  problems  of  human  conduct 
and  experience  either  as  unsolved  or  as  insoluble.  At  the  same 
time  there  has  existed  a  growing  consciousness  of  the  practical 
significance  of  these  human  factors  and  of  the  importance  of 
such  systematic  research  as  shall  extend  our  knowletlge  of  them 
and  increase  our  directive  power. 

The  great  war  from  which  wo  are  now  emerging  into  a  civil- 
ization in  many  respects  new  has  already  worked  marvelous 
changes  in  our  points  of  view,  our  expectations  and  practical 
demands.  Relatively  early  in  this  supreme  struggle,  it  became 
clear  to  certain  individuals  that  the  proper  utilization  of  man 
power,  and  more  particularly  of  mind  or  brain  power,  would 
assure  ultimate  victory.  The  war  demanded  of  us  the  speedy 
mobilization  of  our  military  machine  and  in  addition  the  or- 
ganization and  training  of  an  immense  supplementary  armed 
force,  tlu;  manufactun;  of  ordnance  and  munitions  of  war  in 
well-nigh  unimaginable  quantities,  the  construction  of  ships, 
motor  transports,  and  of  varieties  of  rolling  stock  in  vast  num- 
bers. All  this  had  to  })e  done  in  the  least  possible  time.  Never 
before  in  the  history  of  civilization  was  brain,  as  contrasted 
with  brawn,  so  important;  never  before,  the  proper  placement 
and  utilization  of  brain  power  so  essential  to  success. 

*  Roprintrd,  in  part,  from  a  Harvoy  l(>cf uro  dolivfTod  l)y  Major  Robort 
M.  Ycrkos  in  Now  York,  January  25,  1919,  and  i)ublish('(l  with  the  ajjproval 
of  tho  SurK('on  Ctonoral  of  the  Army,  from  the  Section  of  Psychology  of 
the  Medical  Department. 


viii  INTRODUCTION 

Our  War  Department,  nerved  to  exceptional  risks  by  the 
stern  necessity  for  early  victory,  saw  and  immediately  seized 
its  opportunity  to  develop  various  new  lines  of  personnel  work. 
Among  these  is  numbered  the  psychological  service.  Great 
will  be  our  good  fortune  if  the  lesson  in  human  engineering 
which  the  war  has  taught  is  carried  over  directly  and  effectively 
into  our  civil  institutions  and  activities. 

Scarcely  had  war  been  declared  by  our  country  before  the 
psychologists  were  brought  together  in  a  plan  to  make  their 
professional  knowledge,  technique,  and  experience  useful  in  the 
emergency.  In  April,  1917,  the  American  Psychological  Asso- 
ciation appointed  numerous  committees  to  study  the  situation 
and  prepare  for  action.  At  the  same  time  a  Committee  for 
Psychology  was  organized  by  the  National  Research  Council. 
Thus  it  happened  that  from  the  outset  American  psychologists 
acted  unitedly,  whereas  their  professional  colleagues  in  France 
and  Great  Britain  served  individually  wherever  they  could 
discover  opportunity.  The  Committee  for  Psychology  of  the 
National  Research  Council  has  continued  active  over  a  period 
of  nearl}^  two  years.  Almost  all  of  the  psychological  contribu- 
tions which  the  United  States  has  made  to  the  war  are  either 
directly  or  indirectly  due  to  the  efforts  or  the  support  of  this 
body,  the  Avork  of  which  has  been  carried  on  through  confer- 
ences, sub-committees,  or  military  appointees  in  the  army  and 
the  navy. 

In  order  that  the  psychological  examining  of  the  soldier  may 
be  seen  in  its  proper  setting,  the  various  chiefly  significant  lines 
of  psychological  service  will  be  enumerated  and  briefly  char- 
acterized.* 

Under  the  Adjutant  General,  the  Committee  on  Classification 
of  Personnel  in  the  Army,  which  was  originally  organized  by  a 

*  An  account  of  the  kinds  of  psychological  assistance  given  to  various 
branches  of  the  service  will  be  found  in  the  "Report  of  the  Psychology 
Committee  of  the  National  Research  Council,"  Psychological  Review, 
March,  1919,  vol.  26,  pp.  83-149.  Reprinted  as  No.  2  of  Reprint  and 
Circular  Series  of  the  National  Research  Council. 


INTRODUCTION  ix 

gi'oup  of  psychologists  wiio  were  at  the  time  serving  as  members 
of  tlie  Committee  for  Psychology  of  the  National  Research 
Council  or  of  committees  of  the  American  Psychological  Asso- 
ciation for  the  furtherance  of  the  niilitary  service,  developed 
and  introduced  throughout  the  army  methods  of  classifying 
and  assigning  enlisted  men  in  accordance  with  occupational 
antl  etlucational  qualifications  and  also  methods  of  rating  officers 
for  appointment  and  promotion.  The  services  of  this  Commit- 
tee, to  the  work  of  which  the  War  Department  dedicated  nearly 
a  million  dollars,  ultimately  touched  and  more  or  less  pro- 
foundly modified  almost  every  important  aspect  of  military 
personnel. 

To  the  Signal  Corps,  and  subsequently  to  the  Division  of 
Military  Aeronautics,  psychological  service  was  rendered  in 
connection  with  nieasurement  of  the  effects  of  high  altitude 
and  also  in  the  selection  and  placement  of  men.  Numerous  im- 
portant methods  new  or  adapted,  were  introduced  in  this  service 
by  groups  of  psychologists  whose  primary  concern  was  improved 
placement  and  the  proper  utilization  and  protection  of  the 
flyer. 

Tlu^  Conunittce  for  Psychology  promoted  effectively  interest 
in  measures  for  the  control  and  improvement  of  both  military 
and  civilian  morale.  The  interest  and  persistent  activit,y  of  its 
members  ultimately  resulted  in  the  organization  of  a  Morale 
Branch  within  the  General  Staff  of  the  Army.  At  various  times 
as  many  as  twenty-five  officers  and  enlisted  men  trained  in 
military  psychology  were  engaged  in  the  conduct  of  practical 
morale  woik. 

For  the  Division  of  Military  Intelligence  psychological 
methods  were  devised  or  adapted  to  assist  in  the  selection, 
l^lacement  and  effective  training  of  scouts  and  observers  and  in 
addition  service  of  minor  importance  was  rendered  in  nunuMous 
training  camps. 

In  response  to  requests  from  the  Chemical  Warfare  Service, 
psychological  problems  presented  by  the  gas  mask  were  studied 


X  INTRODUCTION 

and  the  major  recommendations  resulting  from  these  investiga- 
tions were  embodied  in  the  latest  improved  form  of  mask. 

The  psychological  problems  either  partially  or  completely 
solved  for  the  navy  are  comprehended  in  the  proper  selection, 
placement  and  training  of  gunners,  listeners  and  lookouts. 
Numerous  situations  were  carefully  analyzed  for  the  navy,  and 
methods  and  mechanical  devices  which  have  achieved  extensive 
application  and  appreciation  were  developed. 

Within  the  Medical  Department  of  the  Army  a  Division  of 
Psychology  was  organized  for  the  administration  of  mental 
tests  to  enlisted  men  and  commissioned  officers  in  accordance 
with  plans  perfected  during  the  summer  of  1917.  The  history 
of  this  work  will  be  briefly  told  as  an  introduction  to  the  account 
of  methods  and  results. 

The  chief  purpose  of  the  psychological  assistance  originally 
offered  to  the  Medical  Department  was  the  prompt  elimination 
of  recruits  whose  grade  of  intelligence  is  too  low  for  satisfactory 
service.  It  was  believed  by  psychologists  assembled  in  con- 
ference that  their  profession  is  better  prepared  technically  and 
by  practical  experience  to  measure  intelligence  than  are  mem- 
bers of  the  medical  profession  and  that  psychologists  therefore 
should  be  able  in  the  military  emergency  to  render  invaluable 
assistance  to  medical  officers  by  supplying  reliable  measures  of 
intelligence  which  might  be  used  as  partial  basis  for  rejection  or 
discharge.  Thus,  it  was  thought,  the  efficiency  of  the  service 
might  be  considerably  increased  and  the  costs  materially 
diminished.  As  it  happens,  the  purposes  of  this  service  as 
actually  developed  differ  radically  from  that  originally  pro- 
posed; moreover  they  serve  to  identify  this  work  even  more 
closely  with  the  personnel  work  of  the  Adjutant  General's 
Office  and  of  the  General  Staff  than  with  anything  in  the  Med- 
ical Department  of  the  Army  aside  from  neuro-psychiatric  work. 

To  meet  the  prospective  need  of  psychological  assistance  a 
committee  of  seven  experts  in  practi'^-al  mental  measurement 
was  organized  in  the  suimncr  of  1917  and  called  together  for 


INTRODUCTION  xi 

the  preparation  or  selection  of  suitable  methods.  This  group 
of  men  worked  almost  continuously  for  a  month,  devising,  se- 
lecting and  adapting  methods.  Another  month  was  spent  in 
thoroughly  testing  the  methods  in  military  stations  in  order 
that  their  value  might  be  definitely  established  before  they 
should  be  reconunended  to  the  Medical  Department  of  the 
Army.  The  results  were  gratifying  and  the  methods  were 
therefore  recommended  to  the  Surgeon  General  of  the  Army  in 
August,  1917,  and  promptly  accepted  for  official  trial.  During 
October  and  November  they  were  applied  in  four  cantonments 
und(!r  conditions  which  could  scarcely  have  been  more;  un- 
favorable but  with  results  which  led  the  official  medical  in- 
spector to  formulate  the  following  statements  and  recommenda- 
tions : 

"The  purposes  of  psychological  testing  are  (a)  to  aid  in 
segregating  the  mentally  incompetent,  (b)  to  classify  men  ac- 
cording to  their  mental  capacity,  (c)  to  assist  in  selecting  com- 
petent men  for  responsible  positions. 

"In  the  opinion  of  this  office  these  reports  (accompanying 
recommendation)  indicate  very  definitely  that  the  desired  re- 
sults have  been  achieved. 

"The  success  of  this  work  in  a  large  series  of  observations, 
some  five  thousand  officers  and  eighty  thousand  men,  makes  it 
reasonably  certain  that  similar  results  may  be  expected  if  the 
system  be  extended  to  include  the  entire  enlisted  and  drafted 
personnel  and  all  newly  appointed  officers. 

"  In  view  of  these  considerations,  I  recommend  that  all  com- 
pany officers,  all  candidates  for  officers'  training  camps  and  all 
drafted  and  enlisted  men  be  required  to  take  the  prescribed 
psychological  tests." 

In  Januar}'^,  1918,  this  new  work  of  the  Medical  Department 
was  extended  in  accordance  Avith  the  above  recommendation. 

Placing  psychological  examining  in  the  Medical  Department 
naturally  caused  certain  difficulties  of  administration.  The 
confusion  of  psychological  work  with  neuropsychiatry  was  one 


xii  INTRODUCTION 

of  the  first  difficulties  met.  The  administration  of  psychological 
examining  by  a  medical  officer  increased  the  work  of  this  officer 
and  at  the  same  time  added  to  his  staff  a  group  of  psychologists 
with  whose  work  he  was  unfamiliar  and  who  were  perhaps  more 
interested  in  establishing  their  particular  examinations  than 
in  correlating  their  work  with  the  work  of  the  Medical  Depart- 
ment. Notwithstanding  these  and  many  other  difficulties 
which  the  new  methods  met,  official  inquiry  into  the  results  of 
the  examining  made  in  the  latter  part  of  November  and  the 
early  part  of  December,  1917,  indicated  that  seventy-five  per 
cent  of  the  officers  who  had  become  even  slightly  acquainted 
with  the  work  favored  the  continuation  of  psychological  exam- 
ining. 

The  original  purposes  of  the  committee  in  the  preparation  of 
methods  for  intelligence  testing  were  less  important  than  the 
uses  actually  made  of  the  results.  It  was  the  intention  of  the 
committee  as  stated  above  to  prepare  an  examination  that  would 
indicate  the  drafted  men  who  were  too  low-grade  mentally 
to  make  satisfactory  privates  in  the  Army;  it  was  desired  also 
to  indicate,  if  possible,  those  who  were  mentally  unstable  or 
who  might  prove  incorrigible  so  far  as  army  discipline  was 
concerned.  In  addition,  the  committee  hoped  to  be  able  to 
pick  out  exceptional  types  of  men  who  could  be  used  for  special 
tasks  that  demanded  a  high  degree  of  intelligence.  In  interest- 
ing contrast  with  these  original  purposes  of  mental  examining 
stand  the  results  actually  achieved. 

1.  The  assignment  of  an  intelligence  rating  to  every  soldier 
on  the  basis  of  systematic  examination. 

2.  The  designation  and  selection  of  men  whose  superior  in- 
telligence indicates  the  desirability  of  advancement  or  special 
assigmnent. 

3.  The  prompt  selection  and  recommendation  for  develop- 
ment battalions  of  men  who  are  so  inferior  intellectually  as  to 
be  unsuited  for  regular  military  training. 

4.  The  provision  of  measurements  of  mental  ability  which 


INTRODUCTION  xiii 

onabic  assigning  officers  to  build  organizations  of  unifonn 
mental  strength  or  in  accordance  with  definite  specifications 
concerning  intelligence  rcquii'enients. 

5.  The  selection  of  men  for  various  types  of  military  duty 
or  for  special  assignment,  as  for  example,  to  military  training 
schools,  colleges,  or  technical  schools. 

6.  The  provision  of  data  for  the  fonnation  of  special  training 
groups  within  the  regiment  or  battery  in  order  that  each  man 
may  receive  instruction  suited  to  his  al)ility  to  learn. 

7.  The  early  discovery  and  recommendation  for  elimination 
of  men  whose  intelligence  is  so  inferior  that  they  cannot  be 
used  to  advantage  in  any  line  of  military  service. 

It  is  of  course  unfortunate  from  the  point  of  view  of  scientific 
research  that  many  lines  of  investigation  indicated  by  these 
general  results  could  not  be  carried  out.  The;  psychological 
service  existed  in  the;  Anny  for  strictly  practical  purposes.  The 
directors  of  tlu^  service  emphasized  continually  the  necessity 
for  rendering  immediate  assistance  in  the  organization  of  the 
Anny  and  the  setting  aside  of  all  investigations  which  did  not 
further  this  practical  end.  The  results  given  in  the  following 
chapter  are  therefoi'e  l)ased  almost  entirely  on  military  nvv(h 
and  indicate  the  success  of  this  service  in  the  Anny.  The  more 
strictly  scientific  aspects  of  this  type  of  examining  can  be  con- 
sidered in  future  studies  when  the  practical  aim  is  less  insistent 
or  can  more  readily  be  made  subservient  to  scientific  standards. 


ARMY  MP:NTAL  TESTS 

CHAPTER  I 
MAKING  THE  TESTS 

The  origin  of  general  intelligence  tests  is  due  to  the  genius 
of  Alfred  Binet.  His  investigations  and  early  publications  gave 
the  stimulus  to  the  development  of  mental  tests  for  school 
children.  He  also  did  pioneer  work  in  the  study  of  the  charac- 
teristics of  the  feeble-nunded.  Since  his  early  work  appeared  in 
1905,  the  volume  of  material  has  become  extremely  large.  Nu- 
merous tests  have  been  used  in  the  schools  and  in  psychological 
laboratories.  Many  of  these  have  been  standardized  and  have 
proved  particularly  useful  in  school  and  coimnunity  surveys. 
Noteworthy  advances  have  been  made  by  psy(!hologists  in  the 
United  States.  Three  of  the  most  important  steps  in  individual 
testing  are  represented  by  the  Goddard  revision  of  the  Binet 
vScale,  the  Yerkes-B ridges  Point  Scale  and  the  Stanford  revision 
of  the  Binet  Scale.  Whipple's  "Manual  of  Mental  and  Physical 
Tests"  conveniently  presents  the  literature  of  tests  and  stand- 
ards for  many  of  them. 

Group  methods  of  mental  testing  were  foreshadowed  b}^  a 
few  studies  previous  to  the  development  of  the  army  methods. 
These  were  scattering  and  had  had  no  extensive;  use  ])efore  1917. 
The  idea  of  examining  children  and  others  in  groups,  however, 
existed  and  it  was  on  the  basis  of  these  preliminary  studies  and 
the  work  in  indiviihial  examining  that  the  conmiittee  whicli 
met  at  Vineland  felt  that  it  could  produce  a  group  examination 
which  would  serviceably  classify  recruits  for  army  purposes. 
Three  or  four  of  the  members  of  this  committee  had  had  direct 
experience  with  group  methods. 

1 


2  ARMY  MENTAL  TESTS 

The  committee  consisted  of  II.  M.  Yerkes,  Ctiairman;  W.  V. 
Bingham,  Secretary;  H,  H.  Goddard,  T.  H.  Haines,  L.  M.  Ter- 
man,  G.  M.  Whipple,  and  F.  L.  Wells.  Each  of  these  men 
brought  to  the  work  of  the  committee  a  large  amount  of  ma- 
terial which  was  sifted  to  produce  the  group  test  and  individual 
examining  materials  of  the  first  "Examiner's  Guide."  Hun- 
dreds of  tests  already  published  were  also  available.  The  com- 
mittee drew  upon  these  published  tests  and  upon  the  materials 
brought  together  by  the  members  for  the  group  methods  and 
for  the  individual  methods  devised  for  the  Army,  A  complete 
group  test,  the  work  of  A.  S.  Otis  of  Leland  Stanford  University, 
quite  similar  in  form  to  that  finally  adopted  by  the  Anny  was 
in  manuscript.  It  also  was  drawn  upon  in  making  the  army 
tests. 

It  is  not  the  purpose  of  this  chapter  to  go  into  detail  concern- 
ing the  work  of  the  committee  in  the  preparation  of  the  anny 
mental  tests.  But  it  does  seem  worth  while  to  call  attention  to 
certain  principles  that  underlie  the  making  of  general  intelli- 
gence tests  and  to  suggest  certain  cautions  in  their  use.  The 
ease  with  which  the  army  group  test  can  be  given  and  scored 
makes  it  a  dangerous  method  in  the  hands  of  the  inexpert.  It 
was  not  prepared  for  civilian  use,  and  is  applicable  only  within 
certain  limits  to  other  uses  than  that  for  which  it  was  pre- 
pared. In  order  to  indicate  this  limited  applicability,  we  shall 
quote  here  the  criteria  foraiulated  and  accepted  by  the  com- 
mittee before  any  work  on  the  tests  was  attempted. 

The  test  to  be  devised  for  army  use  the  committee  believed 
should,  first,  be  adaptable  for  group  use  for  the  examining  of 
large  numbers  rapidly.  Second,  it  should  have  a  high  degree  of 
validity  as  a  measure  of  intelligence.  Third,  the  range  of  in- 
telligence measured  by  the  tests  should  be  wide;  that  is,  the 
test  should  be  made  difficult  enough  to  measure  the  higher  levels 
of  intelligence  and  at  the  same  time  be  an  adequate  measure  of 
the  extremely  low  levels  that  would  probably  be  found  in  the 
Army.    Fourth,  as  far  as  possible,  it  should  be  arranged  for 


MAKING  THE  TESTS  3 

ol)j(>('<ivi(3'  of  scoriiif!;  and  (ho  (>liiiiination  of  personal  judsinont 
coiiccining  correct  answers;  thus  (he  results  of  scoiinji;  in  one 
camp  would  he  strictly  coniparahh^  with  (hose  obtained  in 
another.  Fifth,  the  test  sliould  be  so  arranji;ed  tiiat  the  scoring 
could  be  done  rapidly  and  with  tlui  least  chance  of  error.  Also, 
this  arrangtinient  should  i)e  so  simple  that  relatively  iiK^xpert 
assistance  could  b(^  used  in  scoring  the  large  numbers  of  papers. 
Sixth,  there  must  be  either  tlifTcrent  forms  or  alternative  tests 
of  ecjual  tlifficulty  to  prevent  coaching.  Seventh,  it  was  neces- 
sary also  to  obtain  clues  wiiich  would  enable  examiners  to  detect 
malingering  in  connection  with  the  examination.  Eighth,  cheat- 
ing must  also  b(^  avoided.  Ninth,  the  test  must  be  made  as 
completely  independent  of  schooling  and  (educational  advantages 
as  possible.  Tenth,  the  arrangement  should  be  such  as  to  allow 
a  mininnnn  of  wilting  in  i"(>cording  answei's.  Eleventh,  the  tests 
must  consist  of  material  whicii  would  arouse  interest  in  the 
subjects.  Twelfth,  the  different  tests  used  should  be  arranged 
to  yield  an  accurate  measure  of  intelligence  in  a  reasonalily 
short  time. 

With  these  criteria  in  mind  the  conmiittee  set  to  work  on  the 
materials  availal)le  to  produce  what  is  now  known  as  (lie  army 
mental  test.  In  the  original  series  there  were  thirteen  different 
tests.  These  were  rated  by  the  psychologists  present  on  the 
basis  of  their  validity  as  measures  of  intelligence.  All  other 
criteria  mendoned  were  also  taken  into  account.  These  tests 
were  then  given  to  selected  groups  and  the  results  compared 
with  the  crheiia  laid  down.  As  a  result  certain  tests  were  elim- 
inated because  tluey  failed  to  meet  tiie  requirements. 

In  connection  with  each  of  the  tests  finally  selected,  certain 
additional  cautions  are  to  be  noted.  In  general,  the  battery  of 
tests  selected  was  composetl  of  separate  tests  no  one  of  which 
exceeded  a  time  limit  of  approximately  five  minutes.  The  num- 
ber of  items  in  each  test  and  the  time  limits  were  so  fixed  that 
five  per  cent  or  less  in  any  average  group  would  be  able  to  finish 
the  entire  scries  of  items  in  the  time  allowed.    It  was  deemed 


4  ARMY  MENTAL  TESTS 

advisable  to  have  the  directions  for  each  tost  read  aloud  by  the 
examiner  and  to  have  the  subjects  follow  the  reading  of  the 
directions.  For  each  test  a  series  of  sample  items  correctly 
answered  was  given.  In  order  to  prevent  coaching  and  cheating, 
alternative  forms  were  prepared.  Materials  were  gathered  by 
the  committee  for  ten  of  these  alternative  forms,  })ut  only  five 
were  finally  printed.  In  making  the  alternative  forms  of  the 
tests,  approximately  equal  difficulty  for  the  forms  was  desired. 
This  was  obtained  by  using  the  principle  of  random  selection 
in  preparing  the  items  for  each  test.  For  example,  if  a  test 
had  forty  items,  and  ten  forms  were  to  be  made,  four  hundred 
items  of  the  nature  desired  in  the  test  were  prepared.  These 
were  printed  on  separate  slips  of  paper  and  shuffled.  From 
this  mass  of  four  hundred  items  were  drawn  the  items  for  each 
form  alternately. 

The  methods  of  scoring  necessary  for  speed  and  accuracy 
were  determined  empirically  after  the  first  and  second  trials  of 
the  tests.  Special  methods  of  selecting  the  material  for  the 
items  in  each  of  the  tests  were  used  and  specific  cautions  were 
observed  in  the  arrangement  of  the  items  in  each.  These  need 
not  be  discussed  here.  As  an  example,  however,  of  the  care 
with  which  the  tests  were  made,  we  may  cite  the  procedure 
used  in  test  seven,  known  as  the  analogies  test.  Here  two 
words  with  a  specific  relation  are  given  together  with  a  third 
word  which  bears  tliat  same  relation  to  another  word  in  a  group 
of  four  words.  This  word  in  the  group  of  four  bears,  as  has 
been  stated,  the  relation  to  the  third  word  that  holds  for  the 
first  two.  However,  another  word  in  this  group  of  four  words 
bears  a  relationship  to  the  third  word  commonly  known  as  the 
"free  association  relationship."  That  is  to  say,  if  the  third  word 
is  spoken  to  a  listener  who  is  asked  to  give  the  first  word  that 
occurs  to  him  after  hearing  this  word  the  chances  are  high  that 
he  will  give  this  second  word  as  the  "free  association"  word. 
The  peculiar  nature  and  diflficulty  of  the  test  at  once  becomes 
apparent  when  this  method  of  making  it  is  known. 


MAKING  THE  TESTS  5 

In  test  five  (the  disarranged  sentence  test),  as  in  certain  of 
the  other  tests,  the  chance  order  of  true  and  false  sentences  was 
used.  In  other  words,  an  equal  luuiihor  of  true  and  false  items 
was  selected  for  any  one  form  of  tiiis  test.  The  sequence  in 
which  they  apjx^arcd  on  the  page  was  determined  by  tossing  a 
coin.  In  addition  to  those  special  principles  in  making  up  the 
tests,  the  items  were  arranged  as  far  as  possible  in  the  order  of 
difficulty,  th(;  (easier  ones  being  placed  first  and  the  more  difficult 
ones  last. 

As  stated  above,  the  prelimi  nary  trials  gave  t  he  basis  for  the 
revision  and  modification  of  the  tests  originally  selected.  After 
this  revision  and  modification,  ten  tests  remained.  These  ten 
tests  were  then  given  to  approximately  five  thousand  men  in 
the  Regular  Army  and  National  Guard,  and  in  addition,  to  a 
variety  of  subjects  outside  of  the  Army.  This  range  of  subjects 
included  inmates  of  institutions  for  the  feeble-minded,  members 
of  officers'  training  schools,  and  students  in  colleges  and  univer- 
siti(?s. 

The  examination  papers,  just  as  the  examinees  had  marked 
them,  were  sent  to  Columbia  University,  whore  a  statistical 
group  headed  by  Edward  L.  Thorndiko  studied  the  results  of 
the  tests  to  check  their  validity,  reliability  and  significance. 
The  technical  methods  used  cannot  be  described  here.  Some 
of  the  more  simple  methods  and  checks,  however,  may  be  men- 
tioned. A  brief  enumeration  of  these  will  indicate  the  laborious 
natur(!  of  the  task  of  standardizing  a  test.  Certainly  the  useful- 
ness of  a  test  requires  clear  fonnulation  and  close  study  of  the 
problem,  painstaking  "fitting"  of  the  test  to  the  conditions  set, 
correct  and  proper  statistical  studies  of  results  and,  first  and 
last,  skill  anfl  originality  in  devising  the  form  and  content  of 
the  test  itself. 

At  the  same  time  that  these  statistical  investigations  were 
being  carried  on,  the  tests  were  given  to  other  subjects  who  had 
previously  been  examined  by  established  methods  of  mental 
testing.    Other  measures  of  intelligence,  such  as  oflficers'  ratings 


6  ARMY  MENTAL  TESTS 

of  soldiers  of  the  National  Guard  and  the  Regular  Army,  were 
obtained.  Where  school  children  or  college  students  were  exam- 
ined, teacher's  estimates  of  intelligence  and  college  or  school 
grades  were  used.  The  results  of  the  army  intelligence  tests 
were  then  compared  with  these  other  measures  of  intelligence. 

In  a  group  of  t(;sts,  such  as  the  army  group  examinations, 
each  of  which  is  made  up  of  eight  types  of  test,  it  is  necessary 
to  note  the  relations  between  the  separate  tests.  If,  for  example, 
the  relationship  between  two  of  the  tests  is  very  high,  it  is  pos- 
sible that  the  tests  are  repetitive  and  that  one  of  them  is  un- 
necessary. On  the  other  hand,  an  extremely  low  relationship 
between  one  of  the  tests  and  the  total  score  might  indicate  that 
the  test  should  be  omitted  because  it  adds  little  to  the  measure 
of  intelligence  yielded  by  the  group  of  tests  as  a  whole.  The 
caution  to  be  observed  in  this  instance,  or  where  a  specific 
testing  purpose  is  in  view,  is  that  the  test  may  measure  some 
ability  of  equal  importance  with  the  abilities  measured  by  the 
other  tests  of  the  group.  The  relation  of  the  group  of  tests 
to  the  independent  measure  of  the  trait  in  question  constitutes 
the  specific  reason  for  keeping  or  rejecting  a  test  which  shows 
low  relationship  to  the  total  score. 

Other  things  to  be  noted  in  measuring  the  usefulness  of  a 
particular  test  are  the  number  of  zero  scores  produced  by  the 
test,  the  time  allowance,  and  the  method  of  scoring.  It  is  ob- 
vious, for  example,  that  if  fifty  per  cent  of  the  group  tested,  or 
even  twenty  per  cent,  make  zero  scores,  the  test  is  unsatisfactory 
as  a  measure  of  a  wide  range  of  intelligence.  It  is  also  important 
to  note  whether  most  of  the  persons  tested  are  given  oppor- 
tunity to  exhibit  their  maximum  ability  in  a  test;  too  short  a 
time  allowance  may  prevent  some  from  reaching  items  of  suffi- 
cient difficulty  to  test  their  ability.  On  the  other  hand,  in 
preparing  the  army  tests  it  was  necessary  to  limit  the  time  al- 
lowance in  accordance  with  the  practical  situation. 

In  scoring  the  tests  certain  mathematical  precautions  are 
necessary.    For  instance,  the  test  which  offers  only  two  alterna- 


MAKING  THE  TESTS  7 

tives  will  yield  a  high  percentage  of  right  scores  by  chance.  To 
coinpen.sat(>  for  tliis,  such  a  test  may  be  scored  "right  minus 
wrong."  In  atlchtion,  a  considerable  list  of  observations  neces- 
sary in  finally  checking  the  validity  of  the  anny  tests  might 
be  given. 

It  was  found  that  on  the  whole  the  ten  tests  which  constituted 
the  examination  known  as  Examination  A,  fonns  A,  B,  C,  D, 
and  E  of  the  official  army  trial  in  the  fall  of  1917,  were  fairly 
satisfactory  measures  of  intelligence.  The  score  distributions 
for  each  of  the  tests  were  good;  that  is,  there  were  relatively 
few  zero  scores  and  a  small  percentage  of  the  subjects  could 
either  finish  or  practically  finish  the  tests  in  the  time  allowed. 
A  study  of  the  increase  in  incorrect  answers  in  the  upper  range 
of  items  in  each  test  also  indicated  that  the  tests  approximated 
a  measure  of  actual  ability  and  were  not  merelj^  testing  speed 
in  reading  or  thinking.  There  proved  to  be  a  regular  gradation 
of  score  distributions  from  the  graduate  students  through  the 
officers'  training  school  men,  regular  and  national  guard  pri- 
vates, down  to  the  inmates  of  institutions  for  the  feeble-minded. 
Comparison  of  the  results  of  the  tests  with  officers'  ratings  of 
their  own  men  showed  a  satisfactory  degree  of  correspondence. 
On  the  whole,  the  tests  graded  the  men  as  the  officers  estimated 
the  value  of  these  same  men  to  the  army.  Repetition  of  the 
tests  indicated  that  they  had  a  fairly  high  degree  of  reliability. 
If  a  man  did  his  best,  the  chances  were  that  he  would  vary  ten 
points  or  less  on  a  second  trial.  The  statistical  results  indicated 
further  that  for  the  entire  group  it  was  fairly  safe  to  say  that 
the  men's  true  scores  were  not  more  than  fifteen  points  above 
or  below  the  ones  actually  recorded.  In  this  connection,  it 
may  be  noted  that  the  alpha  examination,  which  is  the  one 
given  in  the  Examiner's  Guide  included  in  this  volume,  shows 
an  even  higher  reliability.  The  evidence  indicates  that  the 
average  scores  due  to  accidcMital  circumstances  vary,  for  this 
examination,  not  more  than  five  points  up  or  down. 

Comparisons  of  the  results  of  the  tests  with  schooling  as  re- 


8  ARMY  MENTAL  TESTS 

ported  by  the  person  tested  indicate  that  the  tests  are  not 
merely  a  measure  of  schooling  or  of  opportunity  to  attend  school 
but  are  actually  a  measure  of  native  ability.  All  five  forms  of 
the  group  examination  were  used  in  the  pre-official  trial  of  the 
tests.  The  differences  in  forms  were  so  slight  as  to  indicate  the 
success  of  the  random  method  of  selecting  items.  Form  B 
proved  more  difficult  than  the  other  forms.  The  order  of  items 
was  changed,  as  a  result  of  the  trial,  in  a  few  instances. 

One  further  question  remained.  How  should  the  results  of 
widely  distributed  testing  of  this  sort  be  interpreted?  In  this 
connection  it  may  be  emphasized  again  that  the  group  examina- 
tion used  in  the  Army  was  interpreted  entirely  in  terms  of 
military  needs.  Modifications  made  in  the  tests,  such  as  scor- 
ing and  weighting,  were  all  intended  to  make  it  a  better  measure 
of  ability  in  the  Army.  This  specialization  of  the  group  exam- 
inations for  the  Army  makes  them  less  valuable  in  other  fields. 

We  have  indicated  above  that  the  range  of  intelligence  meas- 
ured by  the  tests  included  distinctly  feeble-minded  persons  as 
well  as  officers  and  graduate  students.  The  assignment  of 
letter  grades  to  the  score  distributions  was  based  upon  this 
range.  The  scores  were  designated  as  A,  B,  C,  D,  and  E 
ratings.  This  division  into  five  grades  or  ratings  was  con- 
sidered sufficiently  fine  for  the  principal  army  uses.  Subdivi- 
sions can  be  introduced  to  any  extent  desired.  The  alpha 
numerical  score  ranges  from  0  to  212  points.  In  preparing 
distribution  tables,  scatter  tables,  and  in  all  statistical  calcu- 
lations 5  and  10  point  groups  or  classes  are  used.  For  example, 
all  scores  of  55  to  59  points  (or  70  to  79  points)  inclusive  form 
one  group. 

Officers'  training  school  candidates  and  graduate  students 
made  as  a  rule  A  and  B  scores.  Clerical  assistants  and  men  in 
the  Regular  Army  who  could  handle  the  paper  work  usually 
made  grades  in  upper  C  or  B.  The  average  private  scored  C. 
Men  who  reported  themselves  as  laborers  fell  in  grade  D  and 
privates  who  belonged  to  service  organizations  or  who  were 


MAKING  THE  TESTS  9 

relatively  iiielToc(iv(i  in  the  Army  or  men  who  were  inmates  of 
institutions  for  the  feeble-minded  made  scores  in  low  D  or  E. 

Tiie  fi;en{!ral  intelligence  test  for  literates,  covering  a  wide 
range  of  ability,  was  i)repared  for  its  official  trial  in  the  manner 
described  above.  The  need  for  haste  in  its  construction  made 
it  important  that  a  thorough  study  of  the  test  in  actual  camp 
conditions  be  undertaken.  This  trial  was  made  in  four  national 
army  cantonments  in  the  fall  of  1917.  Approximately  80,000 
men  were  testetl  in  this  official  trial  of  the  methods.  About 
7,000  college,  high  school  and  elementary  school  students  were 
also  tested  in  order  to  clieck  the  anny  results.  All  of  the  data 
available  from  the  official  trial  were  then  subjected  to  statistical 
treatment  as  a  basis  for  revision  of  the  tests. 

Psychologists  from  the  camps  and  nunnbers  of  the  original 
committee  spent  over  two  months  in  tiie  study  of  results  and 
in  the  revision  of  methods.  From  this  woik  and  the  preliminary 
trials  that  followed  the  revision,  the  present  methods  were  ob- 
tained. The  group  examination  beta  was  prepared  to  enable 
examiners  to  make  a  rapid  survey  of  the  30  per  cent  who  either 
could  not  read  English  or  read  it  so  slowly  that  they  could  not 
do  themselves  justici;  in  tlu^  test  for  literates.  The  Stanford- 
Binet  and  the  Point  Scale  were  adapted  for  anny  use  at  this 
time  and  the  individual  examination  for  foreigners  and  illiterates 
was  prepai-ed. 

The  validity  of  the  tests  as  measures  of  intelligence  was 
checked  against  every  available  criterion,  including  officer  rat- 
ings of  men,  army  rank  as  an  outcome  of  survival  of  the  fittest, 
other  kinds  of  intelligence  scales,  professional  success,  and  abil- 
ity to  learn  as  evidenced  by  school  standing.  Not  only  has  the 
scale  as  a  whole  been  thus  checked  up,  but  also  every  one  of 
the  separate  parts  making  up  the  scale.  The  correlations  with 
other  criteria  of  known  validity  were  almost  invariably  high. 
The  influence  of  literacy,  repetition  of  the  test,  physical  con- 
dition of  the  examinee,  and  the  personal  equation  of  the  exam- 
iner have  all  been  carefully  considered. 


10  ARMY  MENTAL  TESTS 

The  development  of  the  beta  test  and  of  the  performance  test 
for  the  examination  of  the  foreign  speaking  and  illiterate  pre- 
sented special  problems.  The  use  of  demonstration  charts  and 
pantomime  to  convey  the  instructions  to  the  persons  being 
examined  proved  successful.  The  new  type  of  test  in  the  beta, 
using  geometrical  designs,  mutilated  pictures,  etc.,  required 
different  principles  in  its  construction.  The  individual  per- 
formance tests  also  involved  additional  and  peculiar  standards 
of  construction  and  evaluation. 

The  important  purpose  of  these  supplementary  tests  was,  of 
course,  to  give  to  those  handicapped  by  language  difficulties 
a  real  opportunity  to  show  their  ability.  In  addition,  two 
definite  aims  were  planned  in  the  use  of  all  forms  of  testing: 
first,  to  point  out  the  feeble-minded  and  those  incapable  of  mili- 
tary service  because  of  mental  deficiency  and,  second,  to  find 
those  of  unusual  or  special  ability.  The  arrangement  of  each  test, 
in  both  group  and  individual  examinations,  was  therefore  checked 
against  the  scores  of  men  in  institutions  for  the  feeble-minded. 
If  no  score  had  meant  low  mentality  the  first  task  would  have 
been  solved ;  but  we  have  shown  that  literacy  was  an  important 
factor  in  the  alpha  test.  The  beta  test  practically  eliminated 
this  factor  and  was  thus  a  step  further  in  selecting  those  of  low 
intelligence.  To  prove  conclusively  that  a  man  was  weak- 
minded  and  not  merely  indifferent  or  malingering,  the  per- 
formance test  was  added. 

The  individual  examinations  as  finally  used  in  the  Army  were, 
therefore,  primarily  checks  on  the  group  examinations.  No 
person  was  rcported  as  feeble-minded  until  a  detailed  individual 
psychological  examination  had  been  made.  Many  cases  of 
mental  disorder  were  discovered  and  referred  to  the  psychiatrists 
for  examination.  Disciplinary  cases  referred  to  the  psychol- 
ogists were  always  given  individual  examinations,  as  were  re- 
ferred cases  of  men  having  difficulty  with  drill  or  those  who 
failed  to  improve  in  the  Y.  M.  C.  A.  schools  and  elsewhere. 

A  detailed  statement  of  hov/  these  tests  are  made  is  impracti- 


MAKING  THE  TESTS  11 

cable  hero.  Most  of  the  methods  used  m  the  aimy  and  j;;iv('n  in 
the  Examiner's  Guide  are  (les('ril)ed  in  journals  and  in  the  litera- 
ture of  mental  tests.  The  results  of  their  use  are  indicated  by 
the  numbers  of  examinations  made  and  by  the  totals  of  low-grade 
cases  found.  The  instructions  for  siving  the  tests  are  perhajis 
more  essential  in  individual  examination  than  they  are  in  the 
group  examinations.  Again,  the  detailed  cautions  have  been 
l)i'esented  in  the  literature  of  mental  tests  and  need  not  be 
repeated  at  this  point. 


CHAPTER  II 
METHODS  AND  RESULTS* 

After  preliminary  trial  in  four  cantonments  psychological 
examining  was  extended  by  the  War  Department  to  the  entire 
Army,  excepting  only  field  and  general  officers.  To  supply  the 
requisite  personnel  a  school  for  training  in  military  psychology 
was  established  in  the  Medical  Officers'  Training  Camp,  Fort 
Oglethorpe,  Georgia.  Approximately  one  hundred  officers  and 
more  than  three  hundred  enlisted  men  received  training  at  this 
special  school. 

On  November  11,  1918,  the  psychological  personnel  consisted 
of  about  one  hundred  and  twenty  officers  and  three  hundred  and 
fifty  enlisted  men.  Over  five  hundred  additional  clerks  were 
used  in  the  examining  service  in  the  thirty-five  different  camps 
in  which-  psychological  examining  had  been  established.  The 
army  intelligence  examination  had  been  given  to  1,726,966  men; 
of  these  41,000  were  officers.  Approximately  83,000  individual 
examinations  had  been  given.  Over  7,800  men  had  been  recom- 
mended for  immediate  discharge;  10,014  had  been  recommended 
for  labor  battalions  or  other  service  organizations;  9,487  had 
been  recoimnended  for  development  battalions  for  further  ob- 
servation and  preliminary  training.  Nearly  30  per  cent  of  the 
1,556,011  men  for  whom  statistics  are  available  were  found  to 
be  unable  to  "read  and  understand  newspapers  and  write 
letters  home,"  and  were  given  a  special  examination  prepared 
for  illiterates. 

The  general  classification  of  the  men  proceeded  as  rapidly  as 

*  Reprinted,  with  modifications,  from  the  Harvey  lecture  cited  above 
and  "Army  Mental  Tests."  The  latter  was  prepared  by  Major  Lewis  M. 
Terman  and  Dr.  Mabel  R.  Fernald  and  printed  by  the  National  Research 
Council  in  1918. 

12 


METHODS  AND  RESULTS  13 

thoy  reported  to  caiiip.  jNIcm  (lualificd  to  Ix;  non-coininissioned 
officers  and  candidate-officers  on  the  basis  of  satisfactory  intel- 
ligence scores  werc  jiointed  out  within  forty-ei{2;}it  liours  of  their 
arrival.  By  this  time  tlie  general  usefuliK^ss  of  psychological 
examining  was  no  longer  seriously  questioned,  and  it  had  be- 
come necessary  for  the  jisychologists  of  a  camp  to  emphasize 
continually  that  the  methods  were  intended  as  a  measure  of 
only  one  of  the  essential  qualities  of  a  soldier. 

A  few  quotations  from  the  statements  of  officers  will  indicate 
their  general  attitutie,  and  typical  ways  in  which  tlu;  results 
were  used  in  training  men  and  in  selecting  candidates  for  the 
officers'  training  schools. 

"Officers  and  men  should  be  given  a  psychological  examination  as  a 
matter  of  routine. 

"The  results  of  the  psychological  examinations  are  fully  borne  out  by 
actual  observation  of  the  abilities  and  the  capacity  of  various  officers 
in  the  performance  of  duties  assigned  to  them.  I  do  not  mean  by  this 
that  these  tests  are  an  absolute  gauge,  but  I  do  mean  that  they  are  an 
absolute  guide,  and  that  given  the  practical  tests  we  are  enabled  to 
arrive  at  the  best  possible  determination  of  ability  to  meet  the  require- 
ments of  the  service. 

"...  This  subject  of  psychology  in  its  relation  to  military  efliciency 
is  an  entirely  new  one,  and  the  War  College  Division  approached  it  with 
a  good  deal  of  doubt  as  to  its  value.  A  very  thorough  study  of  the  re- 
ports submitted,  however,  has  firmly  convinced  it  that  this  examination 
will  be  of  great  value  in  determining  the  possibilities  of  newly  drafted 
men  and  all  candidates  for  ofticers'  training  camps. 

"...  At  first,  due  to  the  innate  conservatism  of  line  and  even  of 
medical  ofticers,  his  (the  psychological  examiner's)  task  was  a  rather 
uphill  one,  but  now,  due  to  his  own  energy  and  tact  and  to  the  thor- 
oughness and  honesty  of  his  work,  practically  all  officers  have  been 
convinced  of  its  practical  value  and  unique  assistance  in  rating,  sorting 
and  disposing  of  the  divers  kinds  of  men  as  well  as  officers  who  pass 
through  such  a  camp.  ...  I  consider  such  an  expert  and  his  specialty 
among  the  most  useful  aids  in  the  scientific  and  non-wasteful  utiliza- 
tion of  man  power. 

"...  I  consider  the  Psychological  Service  of  especial  value  in  this 
camp,  which  is  devoted  to  the  elementary  training  of  recruits  for  field 
artillery.  .  .  . 


14  ARMY  MENTAL  TESTS 

"The  forms  (filled  out  by  applicants)  were  arranged  in  the  order  of 
the  psychological  murk,  and  all  applicants  of  Class  A  were  gone  over 
with  a  view  of  finding  out  if  there  were  any  who,  because  of  a  specific 
statement  of  the  company  commander,  should  be  thrown  out  without 
further  examination.  There  were  almost  none  of  these.  The  same 
thing  .was  done  with  all  of  Class  B.  The  Class  C  applicants  were  then 
gone  over  with  a  view  of  seeing  if  there  were  any  who,  notwithstanding 
their  low  psychological  mark,  should  nevertheless  be  considered  be- 
cause of  the  specific  statement  of  the  company  commander.  There 
were  very  few  of  these. 

"The  psychological  examination  of  these  men  .  .  .  has  been  a 
great  aid  to  me  as  commanding  officer  of  the  school,  not  only  in  the 
final  summing  up  of  their  qualifications  for  an  officer's  commission, 
but  also  during  their  stay  at  the  school  in  working  out  the  reasons  for 
their  apparent  deficiency.  ...  It  is  recommended  that  in  the  future 
all  candidates  for  Officers'  Training  School  be  sent  first  before  a  psycho- 
logical board,  and  that  the  results  of  this  examination  be  a  determining 
factor  in  their  entrance  to  the  school." 

"I  consider  it  highly  desirable  to  use  psychological  ratings  in  the 
selection  of  all  applicants  for  the  Officers'  Training  Camp.  ...  It  is 
doubtful  whether  applicants  should  be  admitted  to  the  school  who 
have  not,  according  to  the  psychological  examinations,  made  a  score 
equivalent  to  "high  average"  intelligence  (C+).  .  .  .  Intelligence 
rating  should  receive  primary  consideration,  and  all  other  important 
factors  secondary  consideration.  In  very  exceptional  and  rare  cases 
it  is  possible  that  this  order  of  consideration  may  be  reversed.  .  .  . 
We  find  the  psychological  ratings  more  reliable  than  any  other  in- 
formation. Above  all  else,  an  officer  should  have  a  high  degree  of  in- 
telligence, and  when  this  is  combined  with  an  excellent  physical 
record,  leadership,  etc.,  we  have  the  type  desired  for  a  commissioned 
officer." 

"The  Board  of  Officers,  charged  with  the  duties  of  examining  can- 
didates for  the  Officers'  Training  School  regard  the  psychological  rat- 
ings as  the  one  best  factor  of  the  various  factors  which  determine  a 
candidate's  qualification  for  entry  to  said  school. 

"Concurring  in  the  opinion  of  the  Commanding  Officer  of  the  Training 
School,  this  camp,  the  above  board  of  officers  hold  that  all  candidates 
should  have  not  less  than  a  high  average  intelligence  rating  (C+)  to 
(jualify  for  entry  to  training  schools,  except  in  rare  and  exceptional 
cases  in  which  other  factors  are  extremely  favorable.  It  is  the  unani- 
mous opinion  of  this  Board  that  the  intelligence  rating  is  the  most 
reliable  index,  in  that  a  quantitative  statement  is  available  and  in  that 


METHODS  AND  RESULTS  15 

rough  observation  is  effectively  chocked.  Tlie  psychological  rating  is, 
therefore,  considered  of  primary  importance. 

".  .  .  From  my  experience  in  ditVerent  cainjjs,  I  am  of  the  opinion 
that  enlisted  men  who  rate  helow  the  A  and  B  classes  (by  the  psycho- 
logical test)  should  not  Ijc  considered  as  candidates  for  the  Officers' 
Training  Schools. 

"All  enlisted  men  sent  to  Officers'  Training  Schools  from  this  camp 
are  insjjected  as  to  their  military  apjiearance  and  bearing,  and  their 
knowledge  of  the  elementary  duties  of  a  soldier;  they  are  given  a 
physical  examination,  a  mental  (examination,  and  the  p.sychological 
examination.  If  they  do  not  rate  A  or  li  in  this  examination  they  are 
rejected." 

Tiic  luctluKls  oiisiiially  prepared  for  use  in  tlie  Army  were 
subjected  to  lepeated  rovi-sions,  in  the  light  of  results,  for  in- 
crease in  reliability  and  military  value.  The  procedure  finally 
adopted  and  used  throughout  the  Army  consists  of  two  chief 
types  of  examination:  the  group  examination  and  the  individual 
examination.  The  former  was  necessitated  by  the  demand  for 
speed  of  examination  and  report,  the  latter  l)y  the  desire  for 
reliability  and  fairness  to  the  individual. 

Of  group  examinations,  there  are  two  varieties  used  in  the 
Aniiy;  the  one  for  men  who  can  riead  and  write  English  fairly 
well  (literates),  known  as  alpha;  tlie  other  for  men  who  are 
unable  to  read  and  write  English  well  (illiterates),  known  as 
beta.  The  individual  examination  includes  three  varieties  de- 
veloped, as  were  the  group  examinations,  to  suit  different  types 
of  subjects.  They  are:  (1)  the  Point  Scale  examination,  (2)  the 
Stanford-Binet  examination,  and  (3)  the  Performance  Scale 
examination.  Both  the  Point  Scale  and  the  Stanford-Binet  aie 
used  in  the  Army  in  three  forms:  (a)  as  complete  scales,  for 
literate  subjects,  (b)  as  abbreviated  scales,  for  literate  subjects, 
(c)  as  specially  adapted  scales,  for  relatively  illiterate  subjects. 
These  two  types  of  examination,  the  Point  Scale  and  Stanford- 
Binet,  are  used  as  alternates,  the  examiner  selecting  in  accord- 
ance with  his  pr(!ference. 

For  the  examination  of  foreign  and  illiterate  men  who  can 


16  ARMY  MENTAL  TESTS 

neither  read  nor  write  ]*]nslish  and  of  whom  many  speak  and 
understand  it  very  imperf(K5tly,  the  special  form  of  examination 
known  as  the  performance  scale,  has  been  developed  and  is 
effectively  used. 

Examination  alpha  consists  of  eight  tests,  describable  by 
title  as  follows:  test  1,  directions  or  commands  test;  test  2, 
arithmetical  problems;  test  3,  practical  judgment;  test  4, 
f^ynonym-antonym;  test  5,  disarranged  sentences;  test  6,  number 
series  completion;  test  7,  analogies;  test  8,  general  information. 

With  this  method  men  are  examined  in  groups  as  large  as 
five  hundred.  Every  man  is  supplied  with  a  pencil  and  an 
examination  blank.  He  then,  under  military  discipline,  follows 
directions  to  the  best  of  his  ability.  The  examination  requires 
approximately  fifty  minutes.  It  demands  almost  no  writing 
since  responses  are  indicated  by  underscoring,  crossing  out,  or 
checking.  The  examination  papers  are  quickly  scored  by  means 
of  stencils,  and  mental  ratings  recorded  for  prompt  report.  To 
avoid,  within  reasonable  limits,  the  risk  of  coaching,  several 
duplicate  forms  of  this  examination  have  been  made  available. 

Each  test  of  examination  alpha  consists  of  a  number  of  parts 
arranged  in  order  of  difficulty  from  low  to  high.  It  is  therefore 
possible  for  low-grade  subjects  to  make  a  start  on  each  test, 
and,  at  the  same  time,  practically  impossible  for  highly  intelli- 
gent subjects  to  complete  the  tests  within  the  time  allowed. 
The  tests  are  varied  in  character  and  undoubtedly  sample  the 
most  important  types  of  intellectual  process. 

Examination  beta  consists  of  seven  tests,  listed  thus  by 
title:  test  1,  maze  test;  test  2,  cube  analysis;  test  3,  X-0 
series;  test  4,  digit-symbol;  test  5,  number  checking;  test  6, 
pictorial  completion;  test  7,  geometrical  construction. 

This  examination,  which  was  devised  after  alpha  had  been 
put  into  use  to  meet  an  unexpected  demand  for  the  examination 
of  subjects  of  low  literacy  and  extreme  unfamiliarity  with 
English,  is  in  effect,  although  not  in  strictness  test  for  test,  alpha 
translated  into  pictorial  form  so  that  pantomime  and  demon- 


METHODS  AND  RESULTS  17 

stration  may  be  subsdtuted  for  writtoii  and  oral  directions. 
B(!ta  may  l)e  {j;ivon  sii('C(!ssfully  to  nu^n  who  neither  speak  nor 
undei-stand  l^^ngUsli. 

lOxaminations  alpha  and  l)(>ta  arc  so  constructed  and  admin- 
istered as  to  minimize  Ihe  handicap  of  men  who  because  of  for- 
ei{i;n  birth  or  lack  of  education  are  little  skilled  in  the  use  of 
English.  These  group  examinations  were  originally  intended, 
and  are  now  definitely  known,  to  measure  native  intellectual 
ability.  They  are  to  some  extent  influenced  by  educational 
actjuirement,  but  in  the  main  the  soldier's  inborn  intelligence 
and  not  the  accidents  of  environment  det(M-mines  his  mental 
rating  or  grade  in  the  army. 

Like  alpha,  examination  beta  requires  about  fifty  minutes 
and  the  papers  are  scored  by  the  use  of  stencils. 

Both  alpha  and  beta  yield  numerical  scores  or  intelligence 
scores  which  for  practical  military  purposes  are  translat(Hl  into 
Icttci-  grades.  The  several  lett(»r  grades  used  in  the  Army,  with 
their  score-equivalents  and  appropriate  definitions  are  pre- 
sented in  the  following  table. 


nlelligeiice 

grade 

Definilion 

Score  (alpha) 

Score  (heia) 

A 

Very  superior 

135-212 

100-118 

B 

Superior 

105-134 

90-99 

c+ 

High  average 

75-104 

80-89 

c 

AvoriiKe 

45-74 

65-79 

c- 

Low  average 

25-44 

45-64 

D 

Inferior 

15-24 

20-44 

D- 

Very  inferior 

0-14 

0-19 

E  grade  was  reserved  for  men  wiio  were  recommended  for  re- 
jection, discharge,  development  battalion,  or  service  organiza- 
tion. All  men  deemed  satisfactory  for  regular  military  duty 
were  graded  D  —  or  higher. 

Neither  the   Point  Scale*   nor    tlu^  Stanford-Binet  Scale  f 

*  iSee  "Point  Seale  for  Moasurinp;  Mental  Ability, "  l)y  Ycrke-s,  Bridges, 
and  Hardwick.    Warwick  i^'  York,  Baltimore. 

t  Sre  "The  Measurement  of  Intelligence,"  by  L.  M.  Tennan.  Hough- 
ton Mifflin  Company,  Boston, 

7A30 


18  ARMY  MENTAL  TESTS 

need  bo  described  in  detail,  sin(;e  both  aie  widely  known  and 
adequate  descriptions  aie  available.  The  military  adaptations 
of  the  scales  may  prove  useful  in  various  civil  situations,  but 
because  of  copyriglit  restrictions  they  are  not  reproduced  in 
this  volume. 

The  several  procedures  of  individual  examining  have  played 
a  most  important  role  in  the  military  service,  and  the 
examiner  who  lacks  familiarity  with  them  and  reasonable  skill 
in  their  application  and  the  interpretation  of  their  results  is 
ill-prepared  for  psychological  military  service. 

The  army  performance  scale  cannot  be  adequately  described 
by  reference  since  it  is  in  the  main  a  product  of  military  expe- 
rience and  effort.  It  consists  of  ten  tests,  the  titles  of  which 
fairly  well  suggest  their  nature:  test  1,  the  ship  test;  test  2, 
manikin  and  feature  profile;  test  3,  cube  imitation;  test  4,  cube 
construction;  test  5,  formboard;  test  6,  designs;  test  7,  digit- 
symbol;  test  8,  maze;  test  9,  picture  arrangement;  test  10, 
picture  completion. 

As  in  the  case  of  group  examinations  alpha  and  beta,  so  also 
in  that  of  the  several  forms  of  individual  examination,  numerical 
scores  for  subjects  were  secured  which  could  be  translated  into 
letter  grades. 

The  general  procedure  of  examining  which  was  developed  to 
meet  military  requirements  is  briefly  describable  as  follows: 
A  group  of  draftees,  the  size  of  which  is  determined  by  the 
seating  capacity  of  examining  room  (it  varies  from  one  hundred 
to  five  hundred  men)  is  reported  to  the  psychological  examining 
building  for  mental  test.  The  first  essential  step  is  the  segrega- 
tion of  the  illiterates.  This  is  accomplished  by  having  all  men 
who  cannot  read  and  write  their  own  letters  and  those  who 
have  not  proceeded  beyond  the  fifth  grade  in  school  step  out 
of  the  original  group.  The  remaining  men  are  sent  to  the  alpha 
room.  Naturally,  among  them  there  are  likely  to  be  several 
wlio  will  subsequently  have  to  take  the  beta  examination.  The 
illiterates  are  sent  directly  to  the  beta  room. 


METHODS  AND  RESULTS  10 

Men  who  fail  in  alpiia  arc  sent  to  beta  in  order  that  injustice 
by  reason  of  relative  unfaniiHarity  with  Enfj;lish  may  be  avoided. 
Men  who  fail  in  beta  are  referred  for  inchvichial  examination 
by  means  of  what  may  appear  to  be  the  most  suitable  and  alto- 
gether appropriate^  procedure  among  the  varied  methods  avail- 
able. This  rc^ference  for  careful  intlividual  examination  is  yet 
another  attempt  to  avoid  injustice  either  by  reason  of  Hnguistic 
handicap  or  accidents  incident  to  group  examining. 

It  is  to  be  emphasized  that  the  interests  of  the  individual 
who  is  either  in  the  army  or  in  process  of  being  accepted  for 
military  service  are  safeguarded  by  a  system  of  three  types  of 
examination  which  serve  as  sieves.  Every  soldier  is  required 
to  take  at  least  one  examination.  Men  who  are  of  low  mental- 
ity, those  who  are  of  foreign  birth  or  for  other  reasons  illiterate, 
and  those  who  exhibit  marked  peculiarities  of  behavior  may 
be  required  to  take  either  two  or  three  examinations  before  the 
psychological  report  can  be  completed. 

Despite  the  necessity  for  haste  which  in  some  instances  com- 
pelled small  examining  staffs  to  grade  and  report  on  as  many 
as  two  thousand  soldiers  per  day,  the  army  mental  test  work 
has  been  done  with  an  average  thoroughness  and  degree  of  re- 
liability which  would  do  credit  to  any  school  system  or  other 
civil  institution. 

When  psychological  examining  was  originally  accepted  by 
the  Medical  Department  for  official  trial,  there  was  extreme 
and  widely  prevalent  skepticism  won  among  psychologists 
.themselves  concerning  the  rc^liability  of  the  measurcnnents  of 
[intelligence  which  could  be  secured  and  still  more  concerning 
their  practical  value  to  the  Ami}'.  The  measures  of  reliability 
or  validity  of  army  methods  of  mental  measurement  wiiich 
have  been  obtained  during  the  past  eighteen  months  arc  there- 
fore quite  as  important  as  a  partial  basis  for  safe  opinion  con- 
cerning the  significance  of  this  service  as  are  the  evidences  of 
practical  value  which  have  accumulated.  Effort  will  be  made 
to  present,  as  ade(iuately  as  is  possible  within  brief  compass, 


20  ARMY  MENTAL  TESTS 

samples  of  both  kinds  of  measure.  First,  reliability  may  be 
considered. 

For  examination  alpha  the  probable  error  of  the  score  is 
approximately  5  points.  This  is  one-eighth  of  the  standard 
deviation  of  the  score  distribution  for  unselected  soldiers.  The 
reliability  coefficient  is  approximately  .95.  Alpha  yields  cor- 
relations with  other  measures  of  intelligence  as  follows:  (1)  with 
officers'  ratings  of  their  men  .50  to  .70;  (2)  with  Stanford-Binet 
measurements,  .80  to  .90;  (3)  with  Trabue  B  and  C  completion 
tests  combined,  .72;  (4)  with  examination  beta,  .80;  (5)  with 
composite  of  alpha,  beta  and  Stanford-Binet,  .94;  (6)  in  the 
case  of  school  children  alpha  measurements  correlate  with 
(a)  teachers'  ratings  .67  to  .82,  (b)  school  marks  .50  to  .60, 
(c)  school  grade  location  of  thirteen  and  fourteen-year-old 
pupils  .75  to  .91,  (d)  age  of  pupils  .83.* 

Results  for  examination  beta  correlate  with  alpha,  .80;  with 
Stanford-Binet,  .73;  with  composite  of  alpha,  beta  and  Stanford- 
Binet,  .91. 

Results  of  repetition  of  the  Stanford-Binet  examination  in 
case  of  school  children  correlate  .94  to  .97.  The  abbreviated 
form  of  the  Stanford-Binet  scale  consisting  of  only  two  tests 
per  year,  extensively  used  in  the  army,  correlates  .92  with 
results  for  the  entire  scale. 

Reliability  coefficients  for  results  of  point  scale  examination 
closely  approximate  those  for  the  Stanford-Binet  scale. 

The  several  tests  of  the  performance  scale,  taken  separately, 
correlate  with  Stanford-Binet  measurements,  .48  to  .78.  Five 
of  the  ten  tests  of  the  performance  scale  yield  a  total  score 
which  correlates  .84  with  Stanford-Binet  results. 

It  is  definitely  established  that  examination  alpha  measures 
literate  men  very  satisfactorily,  considering  the  time  required, 
for  mental  ages  above  eleven  years.  Examination  beta  is  some- 
what less  accurate  than  alpha  for  the  higher  ranges  of  intelli- 

*  Chiefly  because  of  the  relatively  narrow  age  range,  the  correlation  of 
alpha  score  with  age  of  recruits  is  practically  zero. 


METHODS  AND  RESULTS  21 

gencG.  There  arc  convincing  evidences  that  some  men  are  not 
fairly  measured  by  either  alpha  or  beta  and  that  the  provision 
of  careful  individual  examination  for  men  who  fail  in  beta  is 
therefore  of  extreme  importance. 

There  follows  a  brief  statistical  summary  of  results  of  in- 
dividual examining  in  the  Army,  and  a  discussion  of  military 
applications  and  evidences  of  practical  value. 

Between  April  27  and  November  30,  1918,  7,749  men  (0.5 
per  cent)  were  reported  for  discharge  by  psychological  exam- 
iners l^ecause  of  mental  inferiority.  The  recommendations  for 
assignment  to  labor  battalions  because  of  low-grade  intelligence, 
number  9,871  (0.G+  per  cent).  For  assignment  to  development 
battalions,  in  order  that  they  might  be  more  carefully  observed 
and  given  pieliminary  training  to  discover,  if  possible,  ways  of 
using  them  in  the  Army,  9,432  men  (0.6+  percent)  were  recom- 
mended. 

During  this  same  six-month  interval  there  were  reported 
4,744  men  with  mental  age  below  seven  years;  7,762,  between 
seven  and  eight  years;  14,566,  between  eight  and  nine  years; 
18,581,  between  nine  and  ten  years.  This  gives  a  total  of 
45,653  men  under  ten  years  mental  age.  It  is  extremely  im- 
probable that  many  of  these  individuals  were  worth  what  it 
cost  the  government  to  maintain,  equip  and  train  them  for 
military  service. 

The  p.sychological  rating  of  a  man  was  reported  promptly  to 
the  personnel  adjutant  and  to  the  company  commander.  In 
addition,  all  low-grade  cases  and  men  exhibiting  peculiarities  of 
behavior  were  reported  also  to  the  medical  officer.  Tiie  mental 
rating  was  thus  made  available  for  use  in  connection  with  re- 
jection or  discharge,  the  assignment  of  men  to  organizations 
and, their  selection  for  special  tasks.  The  mental  ratings  were 
used  in  various  ways  by  cornmanding  officers  to  increase  the 
efficiency  of  training  and  to  strengthen  organizations  by  im- 
proved placement. 

It  was  repeatedly  stated  and  emphasized  bj'  psychological 


22  ARMY  MENTAL  TESTS 

examiners  that  a  man's  value  to  the  service  should  not  be 
judged  by  his  intelligence  alone,  but  that  instead  temperamental 
characteristics,  reliability,  ability  to  lead  and  to  "carry  on" 
under  varied  conditions  should  be  taken  into  account.  Even 
after  the  feasibility  of  securing  a  fairly  reliable  measure  of  every 
soldier's  intelligence  or  mental  alertness  had  been  demonstrated, 
it  remained  uncertain  whether  these  measurements  would  cor- 
relate positively  with  military  value  to  a  sufficient  degree  to 
render  them  useful.  Data  which  have  become  available  during 
the  past  yesix  settle  this  question  definitely  by  indicating  a  rela- 
tively high  correlation  between  officers'  judgments  of  military 
value  and  the  intelligence  rating. 

A  description  and  explanation  of  the  letter  ratings  used  by 
psychological  examiners  were  handed  to  each  officer  who  received 
the  scores  of  recruits.  Directions  for  the  use  of  the  ratings 
were  also  supplied.  Quotations  from  "Army  Mental  Tests" 
will  indicate  the  nature  of  these  explanations  and  directions. 

In  explanation  of  letter  ratings: — The  rating  a  man  earns 
furnishes  a  fairly  reliable  index  of  his  ability  to  learn,  to  think 
quickly  and  accui'ately,  to  analyze  a  situation,  to  maintain  a 
state  of  mental  alertness,  and  to  comprehend  and  follow  in- 
structions. The  score  is  little  influenced  by  schooling.  Some 
of  the  highest  records  have  been  made  by  men  who  had  not 
completed  the  eighth  grade.  The  meaning  of  the  letter  ratings 
is  as  follows. 

A  =  Very  superior  intelligence.  This  grade  is  ordinarily 
earned  by  only  four  or  five  per  cent  of  a  draft  quota.  The  "A" 
group  is  composed  of  men  of  marked  intellectuality.  "A"  men 
are  of  high  officer  type  when  they  are  also  endowed  with  leader- 
ship and  other  necessary  qualities. 

B  =  Superior  intelligence.  "B"  intelligence  is  superior,  but 
less  exceptional  than  that  represented  by  "A."  The  rating 
"B "  is  obtained  by  eight  to  ten  soldiers  out  of  a  hundred.  The 
group  contains  many  men  of  the  commissioned  officer  type 
and  a  large  amount  of  non-commissioned  officer  material. 


METHODS  AND  RESULTS  23 

C +=  High  avcmj^e  intollifiicncc.  This  fi;ioup  includes  fifteen 
to  eighteen  per  cent  of  all  soldiers  and  contains  a  large  amount 
of  non-commissioned  officer  material  with  occasionally  a  man 
whose  leadership  and  power  to  command  fit  him  for  commis- 
sioned rank. 

C  =  Average  intelligence.  It  includes  about  twenty-five  per 
cent  of  soldiers.  Excellent  private  type  with  a  certain  amount 
of  fair  non-commissioned  officer  material. 

C  —  =  Low  average  intelligence.  This  group  includes  about 
twenty  per  cent.  Although  below  average  in  intelligence,  "  C  —  " 
men  are  usually  good  privates  and  satisfactory  in  work  of  a 
routine  nature. 

D  =  Inferior  intelligence.  It  includes  about  fifteen  per  cent 
of  soldiers.  "D"  men  arc  likely  to  be  fair  soldiers,  but  they 
are  usually  slow  in  learning  and  rarely  go  above  the  rank  of 
private.  They  arc;  short  on  initiative  and  so  require  more  than 
the  usual  amount  of  supervision.  Many  of  them  are  illiterate 
or  foreign. 

D—  and  E  =  Very  inferior  intelligence.  This  group  is  di- 
vided into  two  classes  (1)  "D-"  men,  who  are  very  inferior 
in  intelligence  but  are  considered  fit  for  regular  service;  and 
(2)  "E"  men,  those  whose  mental  inferiority  justifies  their 
reconmiendation  for  development  battalion,  special  service 
organization,  rejection,  or  discharge.  The  majority  of  "D— " 
and  "E"  men  are  bellow  Um  years  in  "mental  age." 

The  immense  contrast  l)etween  "A"  and  "D  — "  intelligence 
is  shown  by  the  fact  that  men  of  "A"  intelligence  have  the 
al)ility  to  make  a  superior  I'ecord  in  college  or  university,  while 
"D  — "  men  are  of  such  inferior  mentality  that  they  are  rarely 
a])le  to  go  beyond  the  third  or  fourth  grade  of  the  elementary 
school,  however  long  they  attend.  In  fact,  many  "D  — "  and 
■'  E"  men  are  of  the  moron  grade  of  feeble-mindedness.  "B" 
intelligence  is  capable  of  making  an  average  record  in  college, 
"C  +  "  intelligence  can  not  do  so  well,  while  mentality  of  the 
"C"  grade  is  rarely  capable  of  finishing  a  high  school  course. 


24  ARMY  MENTAL  TESTS 

Concerning  directions  for  the  use  of  intelligence  ratings: — In 
using  the  intelligence  ratings  the  following  points  should  be 
borne  in  mind. 

1.  The  mental  tests  are  not  intended  to  replace  other  methods 
of  judging  a  man's  value  to  the  service.  It  would  be  a  mistake 
to  assume  that  they  tell  us  infallibly  what  kind  of  soldier  a  man 
will  make.  They  merely  help  to  do  this  by  measuring  one  im- 
portant element  in  a  soldier's  equipment,  namely,  intelligence. 
They  do  not  measure  loyalty,  bravery,  power  to  command,  or 
the  emotional  traits  that  make  a  man  "carry  on."  However, 
in  the  long  run  these  qualities  are  far  more  likely  to  be  found 
in  men  of  superior  intelligence  than  in  men  who  are  intellectually 
inferior.  Intelligence  is  perhaps  the  most  important  single 
factor  in  military  efficiency,  apart  from  physical  fitness. 

2.  Commissioned  officer  material  is  found  chiefly  in  the  "A" 
and  "B"  groups,  although  of  course  not  all  high  score  men 
have  the  other  qualifications  necessary  for  officers.  Men  below 
"C+"  should  not  be  accepted  as  students  in  Officers'  Training 
Schools  unless  they  possess  exceptional  power  of  leadership 
and  ability  to  command. 

3.  Since  more  than  one-fourth  of  enlisted  men  rate  as  high 
as  "C+,"  there  is  rarely  justification  for  going  below  this  grade 
in  choosing  non-commissioned  officers.  This  is  especially  im- 
portant in  view  of  the  likelihood  of  promotion  from  non-com- 
missioned to  commissioned  rank.  Even  apart  from  considera- 
tions of  promotion,  it  is  desirable  to  avoid  the  appointment  of 
mentally  inferior  men  (below  C)  as  non-commissioned  oflficers. 
Several  careful  studies  have  shown  that  "C— "  and  "D"  ser- 
geants and  corporals  are  extremely  likely  to  be  found  unsatis- 
factory. The  fact  that  a  few  make  good  does  not  justify  the 
risk  taken  in  their  appointment. 

4.  ]\Ien  below  "C+"  are  rarely  equal  to  complicated  paper 
work. 

5.  In  selecting  men  for  tasks  of  special  responsibility  the 
preference  should  be  given  to  those  of  highest  intelligence  rating 


METHODS  AND  RESULTS  25 

who  also  have  the  other  necessary  qualifications.  If  they  make 
good  thej^  should  he  kept  on  the  work  or  promoted;  if  they  fail 
they  should  be  replaced  by  men  next  on  the  list. 

To  aid  in  selecting  men  for  occupational  assignment,  exten- 
sive data  have  been  gathered  on  the  range  of  intelligence  scores 
found  in  various  occupations.  This  material  has  been  placed 
in  the  hands  of  Personnel  Officers  for  use  in  making  assigimients. 
It  is  suggested  that  those  men  who  have  an  intelligence  rating 
above  the  average  in  an  occupation  should  be  the  first  to  be 
assigned  to  meet  the  needs  for  that  occupation.  After  that, 
men  with  lower  ratings  should  Im;  considered. 

G.  In  making  assignments  from  the  Depot  Brigade  to  per- 
manent organizations  it  is  important  to  give  each  unit  its  pro- 
portion of  superior,  average,  and  inferior  men.  If  this  is  left 
to  chance  there  will  inevitably  be  "weak  links"  in  the  army 
chain.  Exception  to  this  rule  should  be  made  in  favor  of  certain 
arms  of  the  service  which  require  more  than  the  ordinary  numlier 
of  mentally  superior  men;  for  example,  Signal  Corps,  Machine 
(lun,  Field  Artillery  and  Engincters.  These  organizations  or- 
dinarily have  about  twice  the  usual  proportion  of  "A"  ;ui<l 
"B"  men  and  very  much  less  than  the  usual  iiroportion  of 
"D"and  "D-"men. 

The  first  two  columns  in  the  following  table  illustrate  the 
distribution  of  intelligence  ratings  typical  of  infantry  regiments 
and  also  the  extreme  diffcM-ences  in  the  mcnital  strength  of  or- 
ganizations which  are  built  up  without  regard  to  intelligence 
ratings.  The  last  column  to  the  right  shows  the  balanced  dis- 
tribution of  intellectual  strength  which  might  have  been  at- 
tained in  each  of  these  two  regiments. 


26  ARMY  MENTAL  TESTS 


Two 

A 

nldligcnce 

Actual  distributions 

Balanced 

rating 

Interpr  elation 

1st  Regt. 

2d  Regt. 

distribution 

A 

Very  superior 

1.0% 

6.0% 

3.5% 

B 

Superior 

3.0 

12.0 

7.5 

c+ 

High  average 

7.0 

20.0 

13.5 

c 

Average 

15.0 

28.0 

21.5 

c- 

Low  average 

25.0 

19.0 

22.0 

D 

Inferior 

31.0 

13.0 

22.0 

D- 

Very  inferior 

18.0 

2.0 

10.0 

Unless  intelligence  is  wisely  distributed  certain  regiments  and 
companies  will  take  training  much  more  slowly  than  others 
and  thus  delay  the  program  of  the  whole  organization. 

7.  "D"  and  "D  — "  men  are  rarely  suited  for  tasks  which 
require  special  skill,  resourcefulness  or  sustained  alertness.  It 
is  also  unsafe  to  expect  "  D/'  "D  — "  or  "E"  men  to  read  or  un- 
derstand written  directions. 

8.  Only  high-score  men  should  be  selected  for  tasks  which 
require  quick  learning  or  rapid  adjustments. 

9.  It  should  not  be  supposed  that  men  who  receive  the  same 
mental  rating  are  necessarily  of  equal  military  worth.  A  man's 
value  to  the  service  should  not  be  judged  by  his  intelligence 
alone. 

10.  The  intelligence  rating  is  one  of  the  most  important  aids 
in  the  rapid  sorting  of  the  masses  of  men  in  the  Depot  Brigade. 
In  no  previous  war  has  so  much  depended  on  the  prompt  and 
complete  utilization  of  the  mental  ability  of  the  individual 
soldier.  It  is  important,  therefore,  that  the  psychological  rat- 
ings be  regularly  used  as  an  aid  in  the  selection,  assignment, 
and  classification  of  men. 

The  various  figures  which  follow  are  presented  not  as  a  sum- 
mary of  the  results  of  psychological  examining  in  the  army 
but  instead  as  samples  of  these  results,  the  chief  value  of 
which  is  to  indicate  their  principal  relationships  and  practical 
values. 

The  sample  distribution  curves  of  Figure  1  indicate  the  value 
of  mental  ratings  for  the  identification  and  segregation  of  dif- 


METHODS  AND  RESULTS 


27 


fercnt  kinds  i)f  military  material.  Tiic  illiterate  group  of  this 
figure  was  examined  by  means  of  beta,  all  other  groups  by 
means  of  alj^ha. 

The  psychological  ratings  have  provetl  valuable  not  so  much 
because  they  make  a  better  classification  than  would  come 
about  in  the  course  of  time  through  natural  selection  but  chiefly 
because  they  greatly  abbreviate  this  process  by  indicating  imme- 
diately the  groups  in  which  suitable  officer  material  will  be 
found,  and  at  the  same  time  those  men  whose  mental  inferiority 

Enliitcd  Men  (13792  ) -Relatively  Illiterate 

— "^  Enlisted  Men  (82936)-    Literate 

r-.----^=  Corporals  (4023) 

==  Sergeants  (3333) 

- O.T.C.  (0240) 

^    , ~^^  Ollicers  (8313) 


D-  D  C-  C  C+  B  A 

Figure  1. — The  distribution  of  intelligence  ratings  in  typical  army 
groups,  sliowing  the  value  of  the  tests  in  the  identification  of 
officer  material. 


warrants  their  elimination  from  regular  units  in  order  to  pre- 
vent the  retardation  of  training.  Speed  counts  in  a  war  that 
costs  fifty  million  dollars  per  day. 

Comparison  of  various  military  groups  distinguished  from 
one  another  by  actual  attainment  in  the  service  shows  that  the 
psychological  tests  discriminate  between  these  groups  with  def- 
initeness.  This  point  may  be  illustrated  by  reference  to  the 
percentages  of  men  of  different  groups  making  A  and  B  grades 
in  examination  alpha:  officers,  83.0  per  cent;  officers'  training 
school  candidates,  73.2  per  cent;  sergeants,  53.4  per  cent;  cor- 
porals, 39.7  per  cent;  literate  privates,  18.8  per  cent.  The  com- 
parison of  measures  of  central  tendency  reveals  equally  striking 


28 


ARMY  MENTAL  TESTS 


Per  Cent 
Succej] 


Per  Cent 
Failure 


1375 
—    Meo 


Figure  2. — Success  and  fail- 
ure in  officers'  training 
schools. 


differences.    Moreover,  within  the  officer  group  itself  significant 
differences  appear  for  different  branches  of  the  service. 

The  relation  of  success  or  failure  in  officers'  training  schools 
to  intelligence  ratings  is  exhibited  by  Figure  2,  in  which  it  is  to 
^  g  _  j^  be  noted   that  elimination   through 

failure  in  the  school  increases  rapidly 
for  ratings  below  C+.  Of  men  rat- 
ing above  C+,  8.65  per  cent  were 
eliminated;  of  those  below  C+,  58.27 
per  cent.  The  data  for  this  figure 
were  obtained  from  three  schools 
with  a  total  enrollment  of  1,375 
men. 

Similarly  Figure  3  shows  the  re- 
lation between  success  or  failure 
in  non-commissioned  officers'  training  schools  and  intelligence 
ratings.  The  elimination  increases  rapidly  for  grades  below 
C+.  Of  men  rating  above  C,  only  18.49  per  cent  were  elim- 
inated; of  men  rating  below  C,  62.41  per  cent.  The  results  pre- 
sented in  this  figure  were  obtained  from  four  schools  with  a 
total  enrollment  of  1,458  men. 

Increasingly  extensive  and  ef- 
fective use  has  been  made  of  the 
psychological  rating  as  an  aid 
in  the  selection  of  men  for  officers' 
training  schools,  non-commissioned 
officers'  training  schools  and  other 
lines  of  training  or  service  which 
require  special  ability.  It  has 
been  convincingly  demonstrated 
that  the  data  of  psychological  ex- 
aminations can  readily  be  used  to  diminish  the  necessaiy 
elimination  during  training  and  thus  to  increase  the  efficiency 
of  the  schools. 

The  extreme  differences  in  the  intellectual  status  of  army 


C+  C    C-  0     D- 


Per  Cent 
Success 


Per  Cent 
Failure 


1458 
Men 


Figure  3. — Success  and  failure 
in  non-commissioned  officers' 
training  schools. 


METHODS  AND  RESULTS  29 

groups  are  faii-ly  indiciUcd  by  Figure  4,  which  presents  the  data 
for  groups  whose;  military  imp(Mtan('(!  cannot  readily  be  over- 
emphasized,    llouglily,   tiie  groups  in   the  ujjper  lialf  of   (lie 


D,D-,E  C+,C.C-  A  and  B 

Commissioned  Officers 

1        '  lilll,i|iirii">iin'"'.i^:ii!ii2I 


O.T.S. Students 

92  to  

I  I  I  lilll(illi!l|i''lillilTllllli!iil,'lllllllill(llllillllHlll 

Sergeants 

3393 

I  I  I  [ 


Corporals 
4U'J3 


I  I  1  E 

"Ten  Best  Privates 


600 


White  Recruits 
77299 


Disciplinary  Cases 

491  Camp  Dix 


"Ten  Poorost"Private» 

S32 

I  I       Q 

"Men  of  Low  Military  Value" 

147  Camp  Cusltr 

I  I     D 

"Unteachable  Men" 
20S  Camp  Uucock 


Figure  4. — Purportion  of  low,  average  and  high-grade 
men  in  typical  groups. 

figure  are  important  because  of  their  relatively  high  intelligence 
and  the  mental  initiative  demanded  for  success,  whereas  those 
in  the  lower  half  of  the  figure  are  important  because  of  poor 
intelligence  and  relative  inefficiency  or  uselessncss. 
These  results  suggest  that  if  military  efficiency  alone  were  to 


30  ARMY  MENTAL  TESTS 

be  considered,  the  Army  would  undoubtedly  gain  largely  by  re- 
jecting all  "D—  "  and  "E"  men.  This  procedure  would  greatly 
lessen  the  group  of  disciplinary  cases  so  troublesome  and  costly 
in  the  military  organization  and  also  the  group  which  in  the 
figure  is  distributed  among  "ten  poorest  privates,"  "men  of 
low  military  value"  and  "unteachable  men." 

Numerous  varieties  of  evidence  indicate  the  extreme  military 
importance  of  the  prompt  recognition  of  low-grade  men.  The 
percentages  of  men  ranking  below  the  average  in  psychological 
examinations  are  notably  large  for  the  disciplinary  group,  men 
having  difficulties  in  drill,  men  reported  as  "  unteachable "  and 
men  designated  by  their  officers  as  "poorest"  from  the  stand- 
point of  military  usefulness. 

The  comparison  of  negro  with  white  recruits  reveals  markedly 
lower  mental  ratings  for  the  former.  A  further  significant  dif- 
ference based  on  geographical  classification  has  been  noted  in 
that  the  northern  negroes  are  mentally  much  superior  to  the 
southern. 

The  relation  between  officers'  judgments  of  the  value  of  their 
men  and  intelligence  ratings  is  exhibited  in  somewhat  different 
ways  by  Figures  5  to  7.  Thus  the  median  scores  for  five  groups 
of  privates  arranged  in  order  of  military  value  from  "very  poor" 
to  "best"  are  presented  in  Figure  5.  The  total  number  of  in- 
dividuals in  the  group  is  374. 

The  men  were  selected  from  twelve  different  companies,  ap- 
proximately thirty  men  in  each  company  being  ranked  by  an 
officer  in  serial  order  from  "best"  to  "poorest."  The  rank 
order  for  each  company  was  then  correlated  by  the  psychological 
examiner  with  the  rank  order  supplied  by  psychological  exam- 
ination. In  seven  of  the  twelve  companies  the  correlations 
ranged  from  .64  to  .75.  The  average  correlation  was  .536. 
These  correlations  are  high,  considering  the  large  number  of 
factors  which  may  influence  a  man's  value  to  the  service. 

The  median  score  for  the  "very  poor"  group  of  Figure  5  is  28 
points  in  an  examination  whose  maximal  score  is  212  points.    By 


METHODS  AND  RESULTS 


31 


contrast  with  this,  the  inodian  score  of  the  "best"  j^roup  of 
privates  is  99  points. 

The  coniniandinfi;  officers  of  ten  different  organizations,  repre- 
senting various  arms  of  the  service,  in  a  certain  camp  were  asked 
to    designate    (1)    the    most 


Officers' 
Rating 


Median  Score 


efficient  men  in  their  organ- 
izations, (2)  the  men  of 
average  ahilit}^  and  (3)  men 
so  inferior  that  they  are 
"barely  able"  to  perform 
their  duties. 

The  officers  of  these  or- 
ganizations had  been  with 
their  men  from  six  to  twelve 
months  and  knew  them  ex- 
ceptionally well.  The  total 
immber  of  men  rated  was 
9G5,  about  equally  divided 
among  "best,"  "average," 
and  "poorest."  After  the  of- 
ficers' ratings  had  been  made, 
the  men  were  given  the  usual 
psychological  test.  Compari- 
son of  test  results  with  officers'   ratings  showed 


Very 
Poor 

28 

Poor 

bl 

Fair 

70 

Good 

75 

Best 

FiGtJUE  5. — Median  iiitelliKonce  scores 
(by  points)  of  groups  desiKnated  as 
best,  good,  fair,  poor,  and  very 
poor  in  military  value. 


(a)  That  the  average  score  of  the  "best"  group  was  approxi- 
mately twice  as  high  as  the  average  score  of  the  "  poorest " 
group. 

(6)  That  of  men  testing  below  C  — ,  70%  were  classed  as 
"poor(>st"  and  only  4.4%  as  "best." 

(c)  That  of  men  testing  above  C+,  15%  were  classed  as 
"poorest"  and  55.5%  as  "best." 

(fl)  That  the  man  who  tests  above  C+  is  about  fourteen 
times  as  likely  to  be  classed  "best"  as  the  man  who  tests 
below  C— . 


32  ARMY  MENTAL  TESTS 

(e)  That  the  per  cent  classed  as  "best "  in  the  various  groups 
increased  steadily  from  0%  in  D—  to  57.7%  in  A,  while 
the  per  cent  classed  as  "poorest"  decreased  steadily  from 
80%inD-  to  11.5%  in  A. 

In  an  infantry  regiment  of  another  camp  were  765  men  (regu- 
lars) who  had  been  with  their  officers  for  several  months.  The 
company  commanders  were  asked  to  rate  these  men  as  1,  2,  3,  4, 
or  5  according  to  "practical  soldier  value,"  1  being  highest  and 
5  lowest.    The  men  were  then  tested,  with  the  following  results: 

(a)  Of  76  men  who  earned  the  grade  A  or  B,  none  was  rated 
"5"  and  only  9  were  rated  "3"  or  "4." 

(6)  Of  238  D  and  D—  men,  only  one  received  the  rating  "1," 
and  only  7  received  a  rating  of  "2." 

(c)  Psychological  ratings  and  ratings  of  company  commandei*s 
were  identical  in  49.5  per  cent  of  all  cases.  There  was 
agreement  within  one  step  in  88.4  per  cent  of  cases,  and 
disagreement  of  more  than  two  steps  in  only  .7  per  cent 
of  cases. 

Figure  6  exhibits  a  striking  contrast  in  the  intelligence  status 
and  distribution  of  "best"  and  "poorest"  privates.  The  per- 
sonal judgment  data  for  this  figure  were  obtained  from  sixty 
company  commanders  who  were  requested  to  designate  their 
ten  "best "  and  their  ten  " poorest "  privates.  Of  the  " poorest," 
57.5  per  cent  graded  D  or  D— ;  less  than  3  per  cent  graded  A 
or  B.  The  results  suggest  that  intelligence  is  likely  to  prove 
the  most  important  single  factor  in  determining  a  man's  value 
to  the  militaiy  service. 

In  one  training  camp  excellent  opportunity  was  offered  to 
compare  a  group  of  soldiers  selected  on  the  basis  of  low  military 
value  with  a  complete  draft  quota.  In  the  "low  value"  group 
there  were  147  men,  in  the  complete  draft  quota  12,341  men. 
The  distribution  of  intelligence  ratings  for  these  two  military 
groups  appear  as  Figure  7,  from  which  it  is  clear  that  if  all  men 


METHODS  AND  RESULTS 


33 


with  intelligence  ratings  below  C—  had  been  eliniinateti,  the 
"low  value"  group  would  have  been  reduced  by  at  least  half. 

In  a  c(M-tain  training  camp  221  inapt  sokliors,  Ix^longing  to  a 
negro  regiment  of  Pioneer  Infantry,  were  referred  by  their  com- 
manding officer  for  special  psychological  examination.  Nearly 
one-half  (109)  of  these  men  were  found  to  have  mental  ages  of 
seven  years  or  less.  The  Army  nevertheless  had  been  attempting 
to  train  these  men  for  military  service.    In  justice  to  the  Psycho- 


fitting 

Figure  6. — Intelligence    grades 

of    best    ( )    and    poorest 

( )    privates    (best,    606; 

poorest,  582;  total  1,188). 


Rating  0.     D       C  -      9       C  «     B       A' 

Figure  7. — Men  of  low  mili- 
tary value  ( )  147,  com- 
pared with  a  complete  draft 
quota  ( ),  12,341. 


logical  Service  it  should  be  stated  that  these  negroes  had  been 
transferixxl  from  camps  where  there  were  no  psychological 
examiners;  for  this  reason  they  had  not  been  examined  before 
being  assigned  to  an  organization  for  r{>gulnr  ti'aining. 

In  another  instance  sonu^  300  soldiers  from  organizations 
about  to  be  sent  overseas  were  designated  by  their  commanding 
officers  as  unfit  for  fo resign  service.  They  were  referred  for 
psychological  examination  witii  the  result  that  90  per  cent  were 
discovered  to  be  ten  years  or  less  in  mental  age,  and  80  per  cent 
nine  years  or  less. 

It  has  been  discovered  that  when  soldiers  are  assigned  to 


34 


ARMY  MENTAL  TESTS 


training  units  without  regard  to  intelligence,  extreme  inequal- 
ities in  the  mental  strength  of  companies  and  regiments  appear. 
This  fact  is  strikingly  exhibited  by  Figures  8  and  9,  of  which  the 
former  shows  the  proportions  of  high  grade  and  of  illiterate  or 
foreign  soldiers  in  the  various  companies  of  an  infantry  regi- 


29 


30 


23 


Per  Cent 
Rated 
A  or  B 


ill 


16 


16 


Company       ABCDEFQH      1      KLM  M.G.Sup.Hdtj. 


Per  Cent   ^^ 
Illiterate 
or 
Foreign         29 


18 


24  24 


28 


34 


38 


39 


42 


11 


46 


Figure  8. — Inequality  of  companies  in  an  infantry 
regiment. 

ment.  Compare,  for  example,  the  intelligence  status  of  C  and 
E  companies.  The  former  happens  to  have  received  only  3 
per  cent  of  A  and  B  men  along  with  38  per  cent  of  illiterates  and 
foreigners;  the  latter  received  by  contrast  29  per  cent  of  high- 
grade  men  with  only  9  per  cent  of  men  who  are  as  a  rule  difficult 
to  train.  It  is  needless  to  attempt  to  emphasize  the  military 
importance  of  this  condition.  The  tasks  of  the  officers  of  these 
two  companies  are  wholly  incomparable.  But  more  serious 
even  than  the  inequalities  in  response  to  training  are  the  risks 


METHODS  AND  RESULTS 


35 


Per  Cent 
Rated 
A  or  B 


u 


317  318    319    320 
ln(.    Inf.     Inf.     Inf. 


314    315    313 
F.A.    F.A.    F.A. 


of  weak  points  in  tiio  army  cliain  as  a  result  of  such  random  or 
unintelligent  assignment. 

Naturally  enough  the  officers  of  the  Army  were  quick  to 
appreciate  the  disadvantages  of  a  method  of  assigning  recruits 
which  permits  such  extreme  inequalities  in  mental  strength  to 
appear  and  persist.  They  promptly  demanded  the  reorganiza- 
tion of  improperly  constituted  units  and  assignment  in  accord- 
ance with  intelligence  specifications  so  that  the  danger  of  weak 
links  in  the  chain  and  of  extreme  difference  in  rapidity  of  train- 
ing should  be  minimized. 

That  serious  inequalities  existed  in  regiments  as  well  as  in 
smaller  units  prior  to  assignment  on  the  basis  of  intelligence  is 
proved  by  the  data  of  Figure  9, 
which  pictures  the  differences 
found  in  four  infantry  regi- 
ments and  three  regiments  of 
fiekl  artillery. 

Following  the  demonstra- 
tion of  the  value  of  psychologi- 
cal ratings  in  connection  with 
assignment,  the  experiment 
was  tried  in  various  training 
camps  of  classifying  men  in 
accordance  with  intelligence 
for  facilitation  of  training.  To 
this  end  A  and  B  grade  men  were  placed  in  one  training  group, 
C-|-,  C  and  C—  men  in  another,  and  D  and  D—  men  in  a  third. 
The  three  groups  were  then  instructed  and  drilled  in  accordance 
with  their  ability  to  learn.  Thus  delay  in  the  progress  of  high- 
grade  men  was  avoided  and  the  low-grade  soldiers  were  given 
special  instruction  in  accordance  with  their  needs  and  capacity. 

The  marked  differences  in  the  mental  strength  of  groups  in 
different  officers'  training  schools  are  shown  by  Figure  10.  For 
the  eighteen  schools  of  this  figure,  the  proportion  of  A  grades 
varies  from  16.6  per  cent  to  62.4  per  cent;  the  proportion  of  A 


Per  Cent 

Illiterate 

or 

Foreign 


Figure  9. — Inequality  of  regiments. 


36 


ARMY  MENTAL  TESTS 


and  B  grades  combined,  from  48.9  per  cent  to  93.6  per  cent;  and 
the  proportion  of  grades  below  C+,  from  0  to  17.9  per  cent. 
Since  it  is  unusual  for  a  man  with  an  intelligence  rating  below 
C+  to  make  a  satisfactory  record  in  an  officers'  training  school, 
it  is  ck^ar  that  the  pedagogic  treatment  of  these  several  student 

groups  should  differ  more  or  less 
radically  and  that  elimination 
must  vary  through  a  wide  range  if 
the  several  schools  are  to  graduate 
equally  satisfactory  groups  of 
officers. 

Far  more  important  than  the 
contrast  in  student  officers'  train- 
ing groups  noted  above  are  the  dif- 
ferences in  the  intelligence  status 
of  officers  in  different  anns  of  the 
service  as  revealed  by  psychologi- 
cal examining.  Figure  11  exhibits 
the  data  obtained  for  several 
groups.  The  variations  are  ex- 
treme and  seemingly  unrelated  to 
the  requirements  of  the  service. 
Medical  officers,  for  example, 
show  a  relatively  large  percentage 
of  men  rating  C+  or  below, 
whereas  engineering  officers  head 
the  list  with  relatively  few  men 
whose  intelligence  is  rated  below  B.  There  is  no  obvious 
reason  for  assuming  that  the  military  duties  of  the  engineer 
demand  higher  intelligence  or  more  mental  alertness  than 
do  those  of  the  medical  officer.  Since  it  is  improbable  that 
any  arm  of  the  service  possesses  more  intelligence  than  can 
be  used  to  advantage,  the  necessary  inference  is  that  certain 
arms  would  benefit  by  the  elimination  of  low-grade  men  and 
the  substitution  of  officers  with  better  intellectual  ability. 


Sheridan  cm: 
Deveos  HII 
Funaton  UBI 
Taylor  ■■ 
Sherman 


Kearny 
Meade 
Grant  m 
Cu3ter  ■ 
Cody  ■ 
Travis  ■ 
Bowie  ■ 
Pike  ■ 
Jackson  ■ 
Shelby  ■ 
Wheeler  ■ 
Below  C  + 

Figure 


c  + 


A  end  B  CS 

10.  —  Inequality  of 
mental  .strength  in  eighteen 
officers'  training  schools, 
4th  series  (total  enrollment 
9,240). 


METHODS  AND  RESULTS 


37 


Table  1  summarizes  the  general  classification  obtained  by  tlio 
psychological  examination.  The  column  headed  "White  draft" 
is  a  random  sampling  of  the  1,720,000  men  exaniiiusd.  The 
column  headed  "Recruits"  is  a  small  group,  l)rought  out  by 


t^- 


E 

1                                                                             1 

Art.ll,.^ 

Ml 

1                                                                                                                                         1 

6on<to'7  Co'pj 

y/////, 

1                                                       1 

r.w  5,^1  fton.i.o-. 

U////// 

1                                                                                    1 

MotK."«  Cuo  botol."-* 

v///m 

1                                                                               1 

lnf„„t.. 

y///////// 

1                                                                                                                          1 

QuarTcrfnaftUr   Ofp* 

v////////////, 

1                                                 1 

MaJ.col    Corp* 

v////////////, 

1                                   1 

0.«t„i  Cot. 

V////////////A 

1                                            1 

Vcr.rm.,,  C-p. 

v//////////////////////, 

1                                           1 

1111 

1                    1                    1                    1                    1                    1                    1                    1                    1 

«»               JO                20                 io             Par 

ci«t        .o               ... 
I 

..i-j 

«o                70                »o                Oo 

'////////////A 

1          1 

Figure   11. — Intelligence  of  officers  in  different  arms  of  the  military 

service. 

the  Hollerith  .sorting,  no  longer  in  th(>  D(^pot  Brigade  but  not 
yet  assigned  to  regular  organizations.  "Privatc^s"  designates  a 
random  selection  of  men  reported  as  being  in  named  organiza- 
tions, such  as  Infantry,  Artillery,  Machine  Gun,  etc.  The 
other  columns  are  self-exjilanatory.  They  do  not  represent 
exactly  the  same  method  of  sampling  but  are  clearly  typical  of 
the  differences  revealed  by  other  methods  of  sampling  described 
and  i-epresented  in  the  figures  above.  The  group  headed  "Ser- 
geants" includes  all  classes  of  sergeants.    ]\Iedical  officers  are 


38 


ARMY  MENTAL  TESTS 


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METHODS  AND  RESULTS 


39 


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40  ARMY  MENTAL  TESTS 

iTicludod  in  the  percentages  given.  With  the  medical  officers 
omitted  practically  no  correlation  with  rank  appears.  The 
medical  officers  taken  alone  show  a  high  correlation  with  rank. 
It  has  been  suggested  that  this  represents  the  professional 
grading  that  has  already  been  made  in  civil  life. 

Figure  12  presents  the  percentages  of  Table  1  in  graphic  form. 
The  different  grades  and  ranks  are  shown  according  to  the 
letter  grade  classification  given  in  the  table.  The  dividing  line 
is  placed  between  C+  and  B. 

Further  evidence  indicates  that  the  tests  prophesy  success 
in  field  operations.  When  the  classification  made  by  them  is 
compared  with  total  value  to  the  service  after  a  year  of  training 
and  actual  fighting  the  correspondence  is  still  positive,  and  an 
average  statistical  prophecy  of  attainment  exists.  The  degree 
of  practical  success  in  the  application  of  such  a  measure  may 
well  be  considered  one  of  the  major  achievements  of  the  war. 


CHAPTER  III 

EXAMINER'S  (JUIDE  FOR  PSYCHOLOGICAL 
EXAMINING  IN  THE  ARMY 


DIRECTIONS  FOR  GIVING  THE  ARMY  MENTAL 

TESTS 

Prepared  especially  for  military  use  by  the  Sub- 
committee on  Methods  of  lOxamininp;  Recruits 
of  the  Psychology  ('omitiittcM^  of  the 
National  Research  Council 

Revised  by  direction  of  the  Hurgeon  General  of 
the  Army  and  printed  by  the  Medical  Depart- 
ment, U.  S.  A.,  September,  1917 
Second  revision,  July,  1918 


41 


CONTENTS 

Page 

I.  Introductory  statement 43 

1.  Purposes  of  psychological  examination 43 

2.  General  plan  of  examination 43 

3.  Organization  and  routine 45 

4.  Utilization  of  results 47 

5.  Conferences  with  officers 49 

II.  Segregation  of  illiterates 51 

III.  Group  examination  alpha 53 

1 .  Procedure 53 

2.  Directions  for  scoring  [keys] 66 

3.  Total  score  and  rating 78 

IV.  Group  examination  beta 79 

1.  Directions  for  setting  up  apparatus 79 

2.  Procedure 80 

3.  Directions  for  scoring 88 

4.  Total  score  and  rating 91 

V.  Individual  examinations 92 

1.  General  directions 92 

2.  Point  scale  examination   96 

(a)  Procedure .  . 96 

(6)  Adaptation  for  use  with  illiterates 96 

(c)  Expressing  and  interpreting  results 96 

3.  Stanford-Binet  examination 98 

(a)  Procedure 98 

(b)  Adaptation  for  use  with  illiterates 98 

(c)  Expressing  and  interpreting  results 99 

4.  Performance  scale  examination 100 

(a)  Procedure 100 

(b)  Procedure  for  non-English-speaking  subjects.  120 

(c)  Directions  for  using  record  blank 123 

(d)  Directions  for  weighting 124 

(e)  An  abbreviated  performance  scale 126 

(/)  Expressing  and  interpreting  results 127 

5.  Mechanical  skill  test 128 

Appendix  A. — Table  of  equivalent  scores 133 

Appendix  B. — Examiner's  outfit 135 

Appendix  C. — Building  and  equipment 137 

42 


EXAMINER'S  GUIDE  43 

I.  INTRODUCTORY    STATEMENT 
1.  PURPOSES  OF  PSYCHOLOGICAL  EXAMINATION 

(a)  To  classify  soldiers  according  to  their  mental  ability,  thus 
supplementing  peisonnel  records  of  occupational  qualifications 
and  assisting  with  assignment  in  the  Army. 

(6)  To  supply  a  mental  rating  for  each  soldier  which  shall 
assist  personnel  officers  in  building  organizations  of  equal  or  of 
appropriate  mental  strength. 

(c)  To  assist  regimental,  company  and  medical  officers  })y 
careful  examination  and  report  on  men  who  are  not  responding 
satisfactorily  to  training,  or  are  otherwise  troublesome. 

(d)  To  assist  officers  of  development  battalion  with  classifica- 
tion, grading,  training,  and  ultimate  assignment  of  men, 

(e)  To  assist  in  discovering  men  of  superior  mental  ability 
who  should  be  selected  for  officers'  training  camps,  for  promo- 
tion or  for  assignment  to  special  tasks. 

(/)  To  assist  in  discovering  and  properly  placing  men  of 
marked  special  skill,  as  for  example,  observers  or  scouts  for 
intelligence  service. 

(g)  To  assist  in  discovering  men  who  are  mentally  inferior 
and  who  in  accordance  with  degree  of  defectiveness  should  be 
recommended  for  discharge,  development  battalions,  labor  or- 
ganizations or  regular  military  training. 

2.  GENERAL  PLAN  OF  EXAMINATION 

(1)  Segregation  of  men  obviously  illiterate. 

(2)  Group  examination  alpha  (for  literates) : 

Time,  40  to  50  minutes. 

Number,  100  to  200  men  in  a  group. 

(3)  Group  examination  beta  (for  illiterates  and  men  failing 
in  examination  alpha) : 

Time,  50  to  GO  mijuites. 
Number,  up  to  60  men  in  a  group. 


44  ARMY  MENTAL  TESTS 

(4)  Individual  examinations  (for  men  failing  in  beta,  or  re- 
ferred) : 

Point-scale  examination. 
Stanford-Binet  examination. 
Performance-scale  examination. 
Time,  15  to  60  minutes. 
Mechanical  skill  examination  (supplementary) : 
Time,  15  to  30  minutes. 
The  order  of  procedure  is  as  follows : 

(a)  A  group  consisting  of  100  to  200  men  will  report  to  the 
psychological  examiner  at  designated  room  for  examination 
alpha. 

(6)  Men  who  cannot  read  and  write  English  at  all  should 
first  be  eliminated  from  this  group  by  directing  those  who  can- 
not read  or  write  to  stand,  and  by  observing  the  manner  in 
which  the  remainder  fill  out  the  headings  of  the  examination 
alpha  blank.  Those  who  are  eliminated  should  be  sent  to  the 
special  beta  examining  room;  the  remainder  should  be  given 
examination  alpha. 

(c)  Men  found  later  to  have  made  scores  of  less  than  15  (raw 
score)  in  examination  alpha  should  be  given  examination 
beta. 

(d)  Individuals  rated  D  —  after  beta  or  after  alpha  and  beta 
will  report  by  appointment  for  individual  examination.  It  is 
estimated  that  not  over  5  per  cent  of  the  strength  of  an 
organization  should  require  individual  psychological  examina- 
tion. 

Summary. — All  enlisted  men  take  either  alpha  or  beta.  Those 
who  can  read  and  write  English,  take  alpha  immediately.  Those 
who  cannot,  take  beta  immediately.  Those  who  make  scores 
of  less  than  15  in  alpha  take  beta.  All  who  fail  in  beta  take 
individual  examination.  The  form  of  individual  examination 
given  varies  with  the  characteristics  of  the  subject.  Point- 
scale  or  Stanford-Binet  examination  may  be  given  to  subjects 
who  are  able  to  understand  English  fairly  well.    To  all  other 


EXAMINER'S  GUIDE  45 

suhjocts  poifornicanco-scalo  oxaiiiination  should  ho  p;ivcn  oithcr 
aloiH'  or  ill  addition  to  one  of  the  other  scales. 

3.  ORGANIZATION   AND   ROUTINE 

The  value  of  these  examinations  will  depend  upon  the  per- 
fection of  organization  and  the  efficiency  of  the  routine  pro- 
cedure which  is  developed  by  the  examining  staff.  The  follow- 
ing points  are  especially  important : 

(a)  Previous  arrangement  should  insure  the  prompt  reporting 
of  men  either  by  groups  or  individually  at  a  given  time  and 
place  for  prescribed  exaniination.  C'onii)an3'  officers  accom- 
panying groups  to  be  examined,  should  be  asked  to  list  men 
who  give  ti'ouble,  or  whom  they  would  like  to  see  examined  in- 
dividually; reasons  and  company  record  should  be  noted  in 
each  case. 

(b)  (Iroup  and  individual  examination  blanks  should  be  scored 
and  recorded  as  i)romi)tIy  as  possible,  and  ratings  prepared  for 
immediate  report.  The  chief  psychological  examiner  is  respon- 
sible for  one  complete  file  of  all  examinations,  to  be  kept  in 
easily  accessible  form  by  organizations.  All  available  lists  of 
names,  such  as  company  rosters,  personnel  officer  lists,  etc., 
should  b(!  used  by  exaniiners  to  simplify  and  to  increase  the 
accuracy  of  the  reports.  Time  will  often  be  saved  by  typing 
or  writing  scores  directly  on  such  lists,  especially  if  they  can 
be  obtained  in  duplicate  or  triplicate. 

(c)  Th(!  intelligence  rating  of  every  man  examined  should 
be  reported  promptly  to  Personnel  Officer,  with  comment  con- 
cerning any  special  aptitude  noted.  Company  commanders 
should  also  have  all  available  information  as  soon  as  men  are 
assigned. 

(d)  All  cases  of  mental  deficiency,  as  well  as  all  cas(\s  for 
which  neuro-psychiatric  examination  is  especially  indicated, 
should  be  referred  promptly  to  the  psychiatrist  through  the 
camp  or  division  surgeon.  Complete  report  of  psychological 
examination,  on  blank  furnished  for  the  purpose,  must  accora- 


46  ARMY  MENTAL  TESTS 

pany  every  such  case,  whether  referred  for  discharge,  assign- 
ment to  special  organization,  or  neuro-psychiatric  examination. 

(e)  Psychological  record  card,  complete  with  recommendation 
and  disposition  of  case,  and  report  on  cases  recommended  for 
neuro-psychiatric  examination  should  be  forwarded  to  the 
Surgeon  General's  Office,  Division  of  Psychology,  after  the 
soldier  has  left  camp. 

(/)  Weekly  statistical  sheet  should  be  sent  promptly  on  or 
before  Tuesday  of  each  week  to  Surgeon  General's  Office.  It 
should  be  supplemented  by  such  letter  statements  and  special 
reports  as  seem  desirable. 

(g)  Every  effort  should  l^e  made  to  cooperate  as  fully  and 
effectively  as  possible  with  all  officers  of  the  camp  or  division 
for  the  increased  efficiency  of  the  Army. 

February  2,  1918,  the  following  instructions  were  issued,  by 
the  divisions  concerned,  to  promote  cooperation  and  increase 
the  efficiency  of  the  psychological  and  neuro-psychiatric  services: 

PROVISION    FOR    COORDINATION    OF    PSYCHIATRIC    AND    PSYCHOLOGICAL 
EXAMINATIONS   IN   DIVISIONAL   TRAINING    CAMPS 

It  is  agreed  between  the  Division  of  Psychology  and  the  Division  of 
Neuro-psy  chiatry : 

(1)  That  psychiatric  survey  of  organizations  shall  be  made  in  con- 
junction with  psychological  survey. 

(2)  That  for  this  purpose  psychiatric  examiners  shall  be  present 
at  group  psychological  examinations,  to  observe  the  behavior  and  ap- 
pearance of  soldiers.  It  is  further  provided  that  the  work  of  the 
psychiatrist  shall  not  interfere  with  the  proper  conduct  of  psychological 
examination. 

(3)  That  rooms  numbered  5  and  6  in  Psychology  Building  shall  be 
designated  for  psychiatric  examining. 

(4)  That  the  name,  rank,  and  organization  of  individuals  receiving 
grade  E  in  group  psychological  examination  shall  be  reported  promptly 
to  the  division  psychiatrist  through  the  division  surgeon. 

(5)  That  report  of  individual  psychological  examination  shall  be 
accepted  by  psychiatrist  as  part  of  the  medical  examination  and  shall 


EXAMINER'S  GUIDE  47 

be  included  in  the  case  record  if  subject  be  recommended  for  discharge 
or  for  special  assignment. 

Pearce  Bailey, 
Major,  M.  R.  C,  Chief  of  Division  of  N euro-psychiatry. 

RoHEUT  M.  Yeukes, 
Major,  S.  C,  N.  A.,  Chief  of  Division  of  Psychology. 

4.  UTILIZATION  OF  RESULTS 

Psychological  ratings  should  be  valuable  alike  to  personnel 
officers,  line  officeis,  and  medical  officei\s.  To  the  first,  as 
partial  basis  for  placement  of  soldiers;  to  the  second,  as  supple- 
mentary information  for  guidance  in  connection  with  training, 
or  special  treatment  of  men  who  give  trouble;  and  to  the  third, 
as  partial  basis  for  recommendation  for  discharge,  special 
examination,  or  medical  treatment. 

The  results  of  examination  should  be  made  available  to  these 
officers  as  carl^^  as  possible.  It  is  therefore  the  duty  of  the 
psychological  examiner  to  see  that  eveiy  drafted  man  is  exam- 
ined as  promptly  as  possible  after  arrival  in  camp,  and  that 
report  is  inunediately  made  to  the  personnel  officer,  to  the 
medical  officer  if  the  case  requires  it,  and  subsequently  to  the 
company  commander  to  whom  the  man  is  assigned. 

The  draft  contains  an  adequate  number  of  high-grade  men 
to  fill  positions  of  responsibility.  The  psychological  examina- 
tion helps  to  reveal  non-connuissioned  officer  material  and 
suitable  candidates  for  officers'  training  camps.  It  also  supplies 
partial  basis  for  assignment  of  men  to  specific  trades  or  occu- 
pations in  the  Army.  In  making  selections  for  training  in  any 
specialized  branch  of  military  service  it  will  probably  be  wise 
to  select  individuals  whoso  intelligence  scores  are  well  above 
the  lower  quartile  for  the  occupation  in  question.  Apart  from 
inequalities  in  experience  or  special  training,  the  difference  in 
the  scores  of  two  men  will,  in  a  general  way,  indicate  tlicnr 
relative  value  for  assignment  to  a  specific  ti-ado  or  occupation. 

Emphasis  should  be  placed  upon  the  desirability  of  balancing 


48  ARMY  MENTAL  TESTS 

the  special  trades  and  occupations  in  the  various  companies  and 
regiments.  Each  unit  should  have  its  proper  share  of  high, 
medium,  and  low-grade  men  for  special  assignments  as  well  as 
for  the  ranks.  It  is  evident  that  the  ultimate  value  of  the 
)isychological  service  in  balancing  the  units  will  depend  very 
largely  upon  the  estal)lishment  of  proper  cooperative  relations 
with  personnel  officers.  Frequent  conferences  with  the  per- 
sonnel officers  should  be  held,  and  ways  and  means  considered 
for  securing  efTective  coordination  of  effort. 

To  ])e  of  the  greatest  value  the  psychological  examination 
should  be  given  at  the  earliest  possible  date  after  the  arrival 
of  the  men  in  camp,  in  order  that  the  personnel  officer  may 
have  the  results  on  the  qualification  cards  when  making  assign- 
ments. Unless  the  scores  are  available  and  used  properly  at 
this  time,  com. panics  will  be  built  up  that  are  very  uneven  in 
general  intelligence.  In  order  to  balance  companies  and  regi- 
ments satisfactorily  it  is  necessary  to  observe  not  only  the  special 
requirements  laid  down  in  the  tables  of  organization,  but  also 
the  requirement  that  there  shall  be  equivalent  grades  of  intelli- 
gence in  company  organizations  and  in  the  various  trades  and 
occupations  demanded  in  each. 

Cooperative  relations  should  be  established  between  psychia- 
trists and  psychological  examiners  in  order  that  company  com- 
manders and  personnel  officers  may  obtain  promptly  detailed 
information  concerning  any  individual  recruit.  The  lower 
grades  of  mental  capacity  are  clearly  indicated  by  the  alpha 
and  beta  examinations.  The  lowest  cases  should  be  given 
individual  examination  with  the  least  possible  delay.  Com- 
pany commanders  should  be  encouraged  to  refer  for  examina- 
tion men  whose  drill  or  conduct  is  unsatisfactory.  Where  de- 
velopment battalions  have  been  formed  special  study  should 
be  made  of  the  results  of  the  development  work  in  the  case  of 
men  of  various  grades  of  intelligence.  The  psychological  service 
should  be  able  to  make  an  effective  contribution  in  the  handling 
of  development  units. 


EXAMINER'S  GUIDE  49 

5.  CONFERENCES  WITH  OFFICERS 

In  ordcM-  that  the  results  of  (examinations  may  he  used  effec- 
tively, it  is  nee(\ssaiy  lliat  psycholofiical  examiners  take  pains 
to  acquaint  all  officers  in  their  stations  with  the  natur(>  and 
uses  of  intelligence  iatinf>;s.  To  this  end,  conferences  with 
jjvoups  of  officei's,  by  ref2;iments  or  other  convenient  unit,  should 
!){>  arranged  by  the  chic^f  psychological  examiner.  In  these  con- 
ferences the  methods  of  examining  should  be  explauied  clearly 
and  simply,  and  the  possible  ways  of  using  ps^ychologieal  in- 
formation described  and  illustratetl.  The  examiner  should 
strive  especially  to  take  the  military  point  of  view.  Unwar- 
ranted claims  concerning  the  accui'acy  of  the  results  should  be 
avoid(Ml.  In  general,  straight forwaid  common-sense  stat(>ments 
will  be  found  more  convincing  than  technical  d(\scriptions, 
statistical  exhibits,  or  academic  arguments. 

In  ordei-  to  make  such  confei-ences  of  th(>  greatest  value,  the 
views  and  ci'iticisms  of  officers  slioiild  be  elicited  as  fully  as 
possible.  In  this  way  misunderstandings  will  be  cleared  uj)  and 
the  way  paved  foi-  effective  coopei'ation. 

The  criticisms  most  likely  to  arise  are  the  following:  (1)  That 
the  scoi'e  made  is  greatly  influenced  by  such  accidental  factors 
as  fatigue,  homesickness,  illness,  time  of  day,  etc.  (2)  That  the 
tests  do  not  m(>asur(>  real  ability,  but  instead  merely  reflect  the 
man's  educational  and  social  advantages.  (3)  That  the  scoi-e 
may  be  greatly  influenced  by  coaching  or  by  a  repetition  of  the 
test. 

While  it  has  hvon  well  enough  esta])lished  that  such  factors 
as  these  are  not  pres{>nt  in  a  sufficient  degree  to  invalidate 
seriously  the  test  results,  their  presence  caimot  be  denied.  It 
can  hardly  be  clain cd  that  the  mental  or  phvsical  condition 
of  the  subject  and  the  circumstanc(>s  und(>r  which  the  test  is 
given  have  no  effect  upon  the  score.  Similarly,  it  would  be  un- 
reasonable to  suppose  that  the  result  is  wholly  uninfluenced  b}- 
educational  advantages.     While  coaching  is  not  likely  to  in- 


50  ARMY  MENTAL  TESTS 

validate  the  results  to  any  great  extent  in  army  testing,  it  is 
nevertheless  a  factor  which  should  be  carefully  guarded  against 
by  measures  designed  to  prevent  the  dissemination  of  blanks. 
As  regards  practice  effects,  it  has  been  found  that  the  average 
gain  in  a  repeated  alpha  examination  is  approximately  8  points 
(raw  score).  The  P.  E.  of  an  alpha  raw  score  is  approximately 
5  points.  While  cases  will  admittedly  occur  in  which  men  will 
receive  a  rating  on  the  psychological  examination  somewhat 
higher  or  lower  than  they  deserve,  this  would  occur  on  any 
method  of  classification  that  might  be  used.  It  may  well  be 
emphasized  that  the  psychological  examination  furnishes  for 
immediate  use  a  rating  of  the  men  which  in  vahdity  compares 
not  unfavorably  with  ratings  furnished  by  officers  after  months 
of  acquaintance. 

In  using  the  psychological  results  there  is  a  tendency  to  over- 
look the  fact  that  they  give  evidence  concerning  but  one  quality 
important  in  a  good  soldier.  The  company  commander  should 
be  cautioned  not  to  neglect  the  importance  of  other  qualities, 
such  as  personal  appearance,  energy,  military  experience, 
leadership,  initiative,  tact,  etc.  It  is  no  criticism  of  the  psycho- 
logical rating  that  it  fails  to  measure  these  other  qualities  of 
the  soldier.  All  it  does  is  to  afford  a  reasonably  reliable  measure 
of  one  essential  quality — i.  e.,  general  intelligence.  Although 
there  is  a  fairly  high  correlation  between  general  intelligence 
and  other  desirable  traits,  like  character,  leadership,  etc.,  the 
fact  must  not  be  overlooked  that  there  are  individuals  of  high 
intelligence  who  are  not  properly  fitted  to  command.  It  has 
been  proved  quite  definitely  that  the  results  of  the  psychological 
examinations  are  valuable  when  properly  used.  They  cannot, 
however,  be  made  to  take  the  place  of  all  other  criteria.  Each 
officer  should  be  encouraged  to  scrutinize  the  men  of  his  com- 
mand carefully  in  order  to  discover  their  individual  differences 
in  other  traits  as  well  as  in  intelligence. 

Individual  cases  will  be  found  in  which  the  information  of 
the  company  commander  is  greatly  at  variance  with  the  psycho- 


EXAMINER'S  GUIDE  51 

lofijical  luting.  In  such  cases  ono  would  not  ho  warranted  in 
Muikiufi;  ,swc('i)in<r  clainis  for  lh(>  infallihihty  of  the  test  resuhs. 
It  should  be  |)ointed  out  tliat  the  discre[)ancy  nia}'  be  due  to 
the  presence  or  absence  of  important  traits  not  measured  by  the 
iiitellifz;ence  examination.  Such  cases,  however,  afford  oppor- 
tunity for  the  psycholof^ical  (^xaminer  to  make  clear  the  value 
of  a  rating  which  is  absolute  rather  than  relative.  The  company 
conmiander  will  readily  appreciate  the  fact  that  his  own  esti- 
mate is  relative;  that  he  inevitably  judges  his  men  with  refer- 
ence to  the  average  in  his  company.  For  this  reason  in  the 
company  which  in  general  is  inferior  a  high  man  will  be  over- 
estimated. Similarly,  in  a  specially  high  company  a  low  man 
will  be  underestimated.  Company  commanders  will  readily 
appreciate  the  impoi'tance  of  bi-inging  to  light  extreme  cases 
of  unevenness  in  different  organizations  in  order  that  such 
inetjualities  may  be  remedied. 

II.   SEGREGATION    OF    ILLITERATES 

Su])jects  reporting  for  group  examination  belong  in  one  of 
the  following  classes: 

(1)  Men  totally  illiterate  or  unal>le  to  understand  English; 

(2)  Men  who  read  or  write  English  only  with  difficulty; 

(3)  Men  who  read  and  write  English  readily. 

Examination  alpha  will  not  measure  the  intelligence  of  the 
first  group;  it  may  or  may  not  yield  a  reliable  measure  for  the 
second  group;  it  will  measure  the  intelligence  of  the  thiid  group. 

Group  1  should  l)e  given  beta  only;  group  3  should  be  given 
alpha  (but  not  beta  unless  the  score  earned  in  alpha  was  below 
D);  group  2  should  be  given  ]:)Oth  alpha  and  beta  in  order  that 
men  making  below  D  in  alpha  because  of  language  difficulty 
may  have  opportunity  to  improve  their  scores  in  examination 
beta. 

Examiners  should  eliminate  at  the  outset  of  examination  alpha 


52  ARMY  MENTAL  TESTS 

all  total  illiterates  and  men  who  cannot  understand  English, 
by  ordering  these  to  stand  and  to  leave  the  alpha  room.  They 
may  then  be  referred  to  examination  beta.  Officers'  statements 
that  men  cannot  read  and  write  may  be  used  to  advantage  in 
maldng  this  separation. 

After  these  men  have  been  segregated  and  the  remaining 
group  satisfactorily  placed,  each  man  is  supplied  with  a  pencil. 
Then  E.  should  say:  "We  are  going  to  pass  around  some  papers 
now;  don't  turn  any  of  the  pages  until  I  tell  you  to."  Have 
assistants  distribute  alpha  booklets,  face  up,  making  sure  that 
only  one  is  handed  to  each  man.  As  soon  as  the  booklets  have 
been  distributed  E.  should  continue,  slowly  and  distinctly, 
pausing  after  each  instruction  to  give  subjects  time  to  respond: 
"Now,  at  the  top  of  the  page  before  you,  print  your  name  after 
the  word  'Name.'  Print  your  first  name  first,  then  your  middle 
initial,  if  any,  and  then  your  last  name.  Take  time  to  print 
very  plainly." 

After  name  has  been  written,  say:  "Put  your  rank  in  the 
Army  after  the  word  'Rank,'  such  as  private,  corporal,  ser- 
geant, sergeant  first  class,"  etc.  "Put  your  age  in  years  after 
the  word  'Age.'"  "In  the  next  line  write  your  company,  regi- 
ment, arm,  and  division."  (E.  should  mention  designation  of 
these.) 

"  In  the  next  line  write  the  name  of  the  state  or  country  in 
which  you  were  ])orn."  "If  you  were  not  born  in  this  country, 
tell  next  the  number  of  years  you  have  lived  in  the  United 
States."  "After  'Race'  write  the  word  'White.'"  (In  exam- 
ining negro  troops  substitute  the  word  "Negro."  If  there  are 
Indians  in  the  group,  ask  them  to  write  the  word  "Indian." 
Similarly  for  Chinese,  Japanese,  Filipinos,  etc.) 

"In  the  next  line  after  'Occupation,'  write  your  usual  work, 
trade  or  business  (such  as  carpenter,  grocery  clerk,  laborer, 
farmer,  student)."  "Next  put  down  how  much  you  earned  a 
week  before  you  entered  the  Army;  not  how  much  a  dmj  or  a 
month,  but  how  much  a  icecl." 


EXAMINER'S  GUIDE  53 

"After  'Schooling,'  draw  a  line  under  the  highest  grade  or 
school  you  attended.  For  example,  if  the  highest  grade  you 
attended  was  the  fifth  grade,  draw  a  lino  under  Grade  5;  if 
you  attended  the  second  year  in  tiie  higii  school  or  preparatory 
school,  draw  a  line  under  High  School,  Year  2,  etc." 

After  these  directions  have  been  given,  the  orderlies  should 
systematically  examine  the  paper  of  each  man  to  discover  his 
ability  to  carry  out  the  above  directions.  Those  subjects  who 
are  unable  to  read  and  write  sufficiently  to  fill  out  these  headings 
should  be  commanded  to  stand,  and  on  completion  of  prelim- 
inary survey  by  examiner  and  his  assistants  should  be  ordered 
to  enter  examining  room  for  examination  })eta. 

The  above  direction  is  based  upon  the  assumption  that  a  man 
who  cannot  understand  the  directions  given  l)y  E.,  road  the 
words  "occupation,"  "wookly  wages,"  "schooling,"  etc.,  and 
write  the  necessary  replies,  cannot  do  justice  to  himself  in 
examination  alpha. 

III.   GROUP  EXAMINATION  ALPHA 
1.  PROCEDURE 

Examination  alpha  is  to  bo  given  to  all  subjects  who  remain 
in  the  room  after  the  elimination  of  illiterates.  In  giving  the 
following  directions  E.  should  speak  rather  slowly,  distinctly, 
and  with  proper  emphasis.  He  should  expect  and  demand  per- 
fect order  and  prompt  response  to  commands. 

When  everything  is  ready  E.  proceeds  as  follows :  "  Attention ! 
The  purpose  of  this  examination  is  to  see  how  well  you  can 
remember,  think,  and  carry  out  what  you  are  told  to  do.  We 
are  not  looking  for  crazy  people.  The  aim  is  to  help  find  out 
what  you  are  best  fitted  to  do  in  the  Army.  Th(;  gi-ade  you 
make  in  this  examination  will  be  put  on  your  qualification 
card  and  will  also  go  to  your  company  commander.  Some  of 
the  things  you  are  told  to  do  will  be  very  easy.  Some  you  may 
find  hard.  You  are  not  expected  to  make  a  perfect  grade,  but 
do  the  very  best  you  can. 


54  ARMY  MENTAL  TESTS 

"Now,  in  the  Army  a  man  often  has  to  Hsten  to  commands 
and  then  carry  them  out  exactly.  I  am  going  to  give  you  some 
commands  to  see  how  well  you  can  carry  them  out.  Listen 
closely.  Ask  no  questions.  Do  not  watch  any  other  man  to 
see  what  he  does. 

"Look  at  your  papers.  Just  below  where  you  have  been 
writing,  there  are  several  sets  of  forms — circles,  triangles,  and  so 
forth.  First  you  will  be  told  to  do  something  with  the  circles 
at  1,  afterwards^ with  the  circles  at  2,  and  so  on. 

"When  I  call  'Attention,'  stop  instantly  whatever  you  are 
doing  and  hold  your  pencil  up^so.  Don't  put  your  pencil 
down  to  the  paper  until  I  say  'Go.'  (Examiner  lowers  his 
pencil.)  Listen  carefully  to  what  I  say.  Do  just  what  3^ou  are 
told  to  do.  As  soon  as  you  are  through,  pencils  up.  Remember, 
wait  for  the  word  'Go.'" 

A^.  B.  Examiner. — Give  the  following  instructions  very  dis- 
tinctly and  at  moderate  speed.  After  giving  the  command 
"Attention,"  always  notice  carefully  and  have  orderlies  notice 
whether  all  pencils  are  up.  Never  proceed  until  they  are. 
This  is  especially  important  in  the  beginning.  Be  careful  to 
use  the  directions  that  fit  iheform  of  alpha  booklet  distributed. 
Be  careful  not  to  pause  or  to  drop  the  voice  in  the  course  of  a 
compound  direction,  e.  g.,  in  3,  before  the  words  "and  also." 
Raise  your  pencil  whenever  you  say  "Attention."  Lower  it 
promptly  whenever  you  say  "Go." 

Test  1,  Form  5 

1.  "Attention!  'Attention'  always  means  'Pencils  up.'  Look 
at  the  circles  at  L  When  I  say  'go'  but  not  before,  make  a 
cross  in  the  first  circle  and  also  a  figure  1  in  the  third  circle. — 
Go!"     (Allow  not  over  5  seconds.) 

2.  "Attention!  Look  at  2,  where  the  circles  have  numbers 
in  them.  When  I  say  'go'  draw  a  line  from  Circle  1  to  Circle  4 
that  ^\'ill  pass  above  Circle  2  and  below  Circle  3, — Go!"  (Allow 
not  over  5  seconds.) 


EXAMINER'S  GUIDE  55 

3.  "Attention!  Look  at  the  square  and  triangle  at  3.  When 
I  say  'j:;o'  inakc  a  cross  in  the  spaf;^  which  is  in  the  trianj^If!  hut 
not  in  the  square,  anti  also  make  a  figure  1  in  the  space  which 
is  in  the  triangle  and  in  the  square. — Go!"  (Allow  not  over 
10  seconds.) 

4.  "Attention!  Look  at  4.  When  I  say  'go'  make  a  hgure 
I  in  the  space  which  is  in  the  circle  but  not  in  the  triangle  or 
square,  and  also  make  a  figure;  2  in  the  space  which  is  in  the 
triangle  and  circle,  but  not  in  the  square. — do!"  (Allow  not 
over  10  seconds.) 

(A''.  B.  Examiner. — In  reading  5,  don't  pause  at  the  word 
CIRCLE  as  if  ending  a  sentence.) 

5.  "Attention!  Look  at  5.  If  a  machine  gun  can  shoot 
more  bullets  a  minute  than  a  rifle,  then  (when  I  say  'go')  put 
a  cross  in  the  second  circle;  if  not,  draw  a  line  under  the  word 
NO. — Go!"    (Allow  not  over  10  seconds.) 

6.  "Attention!  Look  at  6.  When  I  say  'go'  put  in  the 
second  circle  the  right  answer  to  the  question:  'How  many 
months  has  a  year?'  In  the  third  circle  do  nothing,  but  in  the 
fourth  circle  put  any  nmnber  that  is  a  wrong  answer  to  the 
question  that  you  have  just  answered  correctly. — Go!"  (Allow 
not  over  10  seconds.) 

7.  "Attention!  Look  at  7.  When  I  say  'go'  cross  out  the 
letter  just  before  C  antl  also  draw  a  line  under  the  second  letter 
before  H. — Go!"     (Allow  not  over  10  seconds.) 

8.  "Attention!  Look  at  8.  Notice  the  three  circles  and  the 
three  words.  When  I  say  'go'  make  in  tho//\s/  circle  ihc  fii'st 
letter  of  the  first  word :  in  the  second  circle  the  first  letter  of  the 
second  word,  and  in  the  third  circle  the  last  letter  of  the  third 
word. — Go!"      (Allow  not  over  10  seconds.) 

9.  "Attention!  Look  at  9.  When  I  say  'go'  cross  out  each 
number  that  is  more  than  20  but  less  than  30. — Go!"  (Allow 
not  over  15  seconds.) 

10.  "Attention!  Look  at  10.  Notice  that  the  drawing  is 
divided  into  five  parts.    When  I  say  'go'  put  a  3  or  a  2  in  each 


56  ARMY  MENTAL  TESTS 

of  the  two  largest  parts  and  any  number  between  4  and  7  in  the 
part  next  in  size  to  the  smallest  part. — Go!"  (Allow  not  over 
15  seconds.) 

11.  "Attention!  Look  at  11.  When  I  say  'go'  draw  a  line 
through  every  even  number  that  is  not  in  a  square,  and  also 
through  every  odd  number  that  is  in  a  square  with  a  letter. — 
Go!"     (Allow  not  over  25  seconds.) 

12.  "Attention!  Look  at  12.  If  7  is  more  than  5,  then 
(when  I  say  '  go ')  cross  out  the  number  6  unless  6  is  more  than 
8,  in  which  case  draw  a  line  under  the  number  7. — Go ! "  (Allow 
not  over  10  seconds.) 

"During  the  rest  of  this  examination  don't  turn  any  page 
forward  or  backward  unless  you  are  told  to.  Now  turn  over 
the  page  to  Test  2." 

*  Test  1,  Form  6 

1.  "Attention!  'Attention'  always  means  'Pencils  up.' 
Look  at  the  circles  at  1.  When  I  say  'go'  but  not  before,  make 
a  cross  in  the  second  circle  and  also  a  figure  1  in  the  third  circle. — 
Go!"     (Allow  not  over  5  seconds.) 

2.  "Attention!  Look  at  2,  where  the  circles  have  numbers 
in  them.  When  I  say  'go'  draw  a  line  from  Circle  2  to  Circle  5 
that  will  pass  above  Circle  3  and  below  Circle  4. — Go!"  (Allow 
not  over  5  seconds.) 

3.  "Attention!  Look  at  the  square  and  triangle  at  3.  When 
I  say  'go'  make  a  cross  in  the  space  which  is  in  the  square  but 
not  in  the  triangle,  and  also  make  a  figure  1  in  the  space  which 
is  in  the  triangle  and  in  the  square. — Go!"  (Allow  not  over  10 
seconds.) 

4.  "Attention!  Look  at  4.  When  I  say  'go'  make  a  figure 
1  in  the  space  which  is  in  the  triangle  but  not  in  the  circle  or 
square,  and  also  make  a  figure  2  in  the  space  which  is  in  the 
square  and  circle,  but  not  in  the  triangle. — Go!"  (Allow  not 
over  10  seconds.) 


EXAMINER'S  GUIDE  57 

(A^.  B.  Examiner. — In  reading  5,  don't  pause  at  the  word 
CIRCLE  as  if  ending  a  sentence.) 

5.  "Attention!  Look  at  5.  If  a  regiment  is  bigger  than  a 
company,  then  (when  I  say  'go')  put  a  cross  in  the  first  circle; 
if  not,  draw  a  hne  under  the  word  NO. — Go!"  (Allow  not 
over  10  seconds.) 

6.  "Attention!  Look  at  6.  When  I  say  'go'  put  in  the 
second  circle  the  right  answer  to  the  question:  'How  many 
months  has  a  year?'  In  the  fourth  circle  do  nothing,  but  in 
the  fifth  circle  put  any  number  that  is  a  wrong  answer  to  the 
question  that  you  just  answered  correctly. — Go!"  (Allow  not 
over  10  seconds.) 

7.  "Attention!  Look  at  7.  When  I  say  'go'  cross  out  the 
letter  just  before  D  and  also  draw  a  line  under  the  second  letter 
before  I. — Go!"     (Allow  not  over  10  seconds.) 

8.  "Attention!  Look  at  8.  Notice  the  three  circles  and 
the  three  words.  When  I  say  'go'  make  in  the  first  circle 
the  last  letter  of  the  first  word;  in  the  second  circle  the 
last  letter  of  the  second  word  and  in  the  third  circle  the 
third  letter  of  the  third  word. — Go!"  (Allow  not  over  10 
seconds.) 

9.  "Attention!  Look  at  9.  When  I  say  'go'  cross  out  each 
number  that  is  more  than  30  but  less  thjin  40. — Go!"  (Allow 
not  over  15  seconds.) 

10.  "Attention!  Look  at  10.  Notice  that  the  drawing  is 
divided  into  five  parts.  When  I  say  'go'  put  a  3  or  a  2  in  (>ach 
of  the  two  smallest  parts  and  any  number  between  4  and  7  in 
the  part  next  in  size  to  the  largest  part. — Go!"  (Allow  not 
over  15  seconds.) 

11.  "Attention!  Look  at  11.  When  I  say  'go'  draw  a  line 
through  every  odd  number  that  is  not  in  a  circle  anrl  also 
through  every  odd  number  that  is  in  a  circle  with  a  letter. — 
Go!"     (Allow  not  over  25  seconds.) 

12.  "Attention!  Look  at  12.  If  6  is  more  than  4,  then 
(when  I  say  ' go ')  cross  out  the  number  5  unless  5  is  more  than 


58  ARMY  MENTAL  TESTS 

7,  in  which  case  draw  a  line  under  the  number  G. — Go!"    (Allow 
not  over  10  seconds.) 

"During  the  rest  of  this  examination  don't  turn  any  page 
forward  or  backward  unless  you  are  told  to.  Now  turn  over 
the  page  to  Test  2." 

Test  1,  Form  7 

1.  "Attention!  'Attention'  always  means  'Pencils  up.' 
Look  at  the  circles  at  1.  When  I  say  'go'  but  not  before,  make 
a  figure  1  in  the  first  circle  and  also  a  cross  in  the  third  circle. — 
Go!"    (Allow  not  over  5  seconds.) 

2.  "Attention!  Look  at  2,  where  the  circles  have  numbers 
in  them.  When  I  say  'go'  draw  a  line  from  Circle  3  to  Circle  6 
that  will  pass  above  Circle  4  and  below  Circle  5. — Go!"  (Allow 
not  over  5  seconds.) 

3.  "Attention!  Look  at  the  square  and  triangle  at  3.  When 
I  say  'go'  make  a  figure  1  in  the  space  which  is  in  the  triangle 
but  not  in  the  square,  and  also  make  a  cross  in  the  space  which 
is  in  the  triangle  and  in  the  square. — Go!"  (Allow  not  over 
10  seconds.) 

4.  "Attention!  Look  at  4.  When  I  sa}' 'go' make  a  figure  1 
in  the  space  which  is  in  the  square  but  not  in  the  circle  or  tri- 
angle, and  also  make  a  figure  2  in  the  space  which  is  in  the  circle 
and  triangle,  but  not  in  the  square. — Go!"  (Allow  not  over 
10  seconds.) 

{N.  B.  Examiner. — In  reading  5,  don't  pause  at  the  Avord 
CIRCLE  as  if  ending  a  sentence.) 

5.  "Attention!  Look  at  5.  If  a  battleship  is  larger  than  a 
submarine,  then  (when  I  say  'go')  put  a  cross  in  the  third 
circle;  if  not,  draw  a  line  under  the  word  NO. — Go!"  (Allow 
not  over  10  seconds.) 

6.  "Attention!  Look  at  6.  When  I  say  'go'  put  in  the  first 
circle  the  right  answer  to  the  question:  "How  many  months 
has  a  year?'  In  the  third  circle  do  nothing,  but  in  the  fourth 
circle  put  any  number  that  is  a  wrong  answer  to  the  question 


EXAMINER'S  GUIDE  59 

that  you  just  answered  correctly. — Go!"     (Allow  not  over  10 
seconds.) 

7.  "Attention!  Look  at  7.  When  I  say  'ii,o'  cross  out  the 
letter  just  before  E  and  also  draw  a  line  under  the  second  letter 
before  H. — Go!"    (Allow  not  over  10  seconds.) 

8.  "Attention!  Look  at  8.  Notice  the  three  circles  and  the 
three  words.  When  I  say  '  go '  make  in  the  first  circle  the  first 
letter  of  the  first  word;  in  the  second  circle  the  second  letter  of 
the  second  word,  and  in  the  third  circle  the  last  letter  of  the 
last  word. — Go!"    (Allow  not  over  10  seconds.) 

9.  "Attention!  Look  at  9.  When  I  say  'go'  cross  out  each 
nunil)er  that  is  more  than  40  but  less  than  50. — Go!"  (Allow 
not  over  15  seconds.) 

10.  "Attention!  Look  at  10.  Notice  that  the  drawing  is 
divided  into  five  parts.  When  I  say  'go'  put  a  4  or  a  5  in  each 
of  the  two  smallest  parts  and  any  number  between  6  and  9  in 
the  jxirt  ne.xt  in  size  to  the  largest  part. — Go!"  (Allow  not 
over  15  seconds.) 

11.  "Attentioji!  Look  at  11.  When  I  say  'go'  draw  a  line 
through  every  even  nunib(>r  that  is  not  in  a  circle  and  also 
through  eveiy  odd  nimiber  that  is  in  a  circle  with  a  letter. — 
Go!"    (Allow  not  over  25  seconds.) 

12.  "Attention!  Look  at  12.  If  5  is  more  than  3,  then  (when 
I  say  'go')  cross  out  the  num})er  4  unless  4  is  more  than  G,  in 
which  case  draw  a  line  under  the  number  5. — Go!"  (Allow 
not  over  10  seconds.) 

"During  the  rest  of  this  examination  don't  turn  any  page 
backward  or  forward  unless  you  are  told  to.  Now  turn  over 
the  page  to  Test  2." 

Test  1,  Form  3 

1.  "Attention!  "Attention'  always  means  'Pencils  up.' 
Look  at  the  circles  at  1.  When  I  say  'go'  but  not  before,  make 
a  figm'e  2  in  the  second  cii'cie  and  also  a  cross  in  the  third  circle. 
— Go!"    (Allow  not  over  5  seconds.) 

2.  "Attention!    Look  at  2,  where  the  circles  have  immbers 


60  ARMY  MENTAL  TESTS 

in  them.  When  I  say  'go'  draw  a  line  from  Circle  1  to  Circle  4 
that  will  pass  below  Circle  2  and  above  Circle  3. — Go!"  (Allow 
not  over  5  seconds.) 

3.  "Attention!    Look  at  the  square  and  triangle  at  3.    When 

1  say  'go'  make  a  figure  1  in  the  space  which  is  in  the  square 
but  not  in  the  triangle,  and  also  make  a  cross  in  the  space 
which  is  in  the  triangle  and  in  the  square. — Go!"  (Allow  not 
over  10  seconds.) 

4.  "Attention!    Look  at  4.    When  I  say  'go'  make  a  figure 

2  in  the  space  which  is  in  the  circle  but  not  in  the  triangle  or 
square,  and  also  make  a  figure  3  in  the  space  which  is  in  the 
triangle  and  circle,  but  not  in  the  square. — Go!"  (Allow  not 
over  10  seconds.) 

{N.  B.  Examiner. — In  reading  5,  don't  pause  at  the  word 
CIRCLE  as  if  ending  a  sentence.) 

5.  "Attention!  Look  at  5.  If  taps  sound  in  the  evening, 
then  (when  I  say  'go')  put  a  cross  in  the  first  circle;  if  not, 
draw  a  line  under  the  word  NO. — Go!"  (Allow  not  over  10 
seconds.) 

6.  "Attention!  Look  at  6.  When  I  say  'go'  put  in  the  first 
circle  the  right  answer  to  the  question:  'How  many  months 
has  a  year?'  In  the  second  circle  do  nothing,  but  in  the  fifth 
circle  put  any  number  that  is  a  wrong  answer  to  the  question 
that  you  just  answered  correctly. — Go!"  (Allow  not  over  10 
seconds.) 

7.  "Attention!  Look  at  7.  When  I  say  'go'  cross  out  the 
letter  just  after  F  and  also  draw  a  line  under  the  second  letter 
after  I. — Go!"    (Allow  not  over  10  seconds.) 

8.  "Attention!  Look  at  8.  Notice  the  three  circles  and  the 
three  words.  When  I  say  'go'  make  in  the  first  circle  the  last 
letter  of  the  first  word;  in  the  second  circle  the  middle  letter  of 
the  second  word  and  in  the  third  circle  the  first  letter  of  the 
third  word. — Go!"    (Allow  not  over  10  seconds.) 

9.  "Attention!  Look  at  9.  When  I  say  'go'  cross  out  each 
number  that  is  more  than  50  but  less  than  60. — Go!"  (Allow 
not  over  15  seconds.) 


EXAMINER'S  GUIDE  61 

10.  "Attention!  Look  at  10.  Notice  that  the  drawing  is 
divided  into  five  parts.  When  I  say  'go'  put  a  4  or  a  5  in  each 
of  the  two  largest  parts  and  any  number  Ijctween  G  and  9  in 
the  part  next  in  size  to  the  smallest  part. — Go!"  (Allow  not 
over  15  seconds.) 

11.  "Attention!  Look  at  11.  When  I  say  'go'  draw  a  line 
through  every  odd  number  that  is  not  in  a  square,  and  also 
through  every  odd  number  that  is  in  a  square  with  a  letter. — 
Go!"    (Allow  not  over  25  seconds.) 

12.  "  Attention !  Look  at  12.  If  4  is  more  than  2,  then  (when 
I  say  'go')  cross  out  the  number  3  unless  3  is  more  than  5,  in 
which  case  draw  a  line  under  the  number  4. — Go!"  (Allow 
not  over  10  seconds.) 

"During  the  rest  of  this  examination  don't  turn  any  page 
forward  or  backward  unless  you  are  told  to.  Now  turn  over 
the  page  to  Test  2." 

Test  1,  Form  9 

1.  "Attention!  'Attention'  always  means  'Pencils  up.' 
Look  at  the  circles  at  1.  When  I  say  'go/  but  not  before,  make 
a  cross  in  the  first  circle  and  also  a  figure  1  in  the  last  circle. — 
Go!"    (Allow  not  over  5  seconds.) 

2.  "Attention!  Look  at  2,  where  the  circles  have  numbers 
in  them.  When  I  say  'go'  draw  a  line  from  Circle  2  to  Circle  5 
that  will  pass  helow  Circle  3  and  above  Circle  4. — Go!"  (Allow 
not  over  5  seconds.) 

3.  "Attention!  Look  at  the  square  and  triangle  at  3.  When 
I  say  'go'  make  a  figure  2  in  the  space  which  is  in  the  triangle 
but  not  in  the  square,  and  also  make  a  figure  3  in  the  space 
which  is  in  the  square  and  in  the  triangle. — Go!"  (Allow  not 
over  10  seconds.) 

4.  "Attention!  Look  at  4.  When  I  say  'go'  make  a  figure  2 
in  the  space  which  is  in  the  triangle  but  not  in  the  circle  or 
square,  and  also  make  a  figure  3  in  the  space  which  is  in  the 


62  ARMY  MENTAL  TESTS 

square  and  circle,  but  not  in  the  triangle. — Go!"     (Allow  not 
over  10  seconds.) 

(A'^.  B.  Examiner. — In  reading  5,  don't  pause  at  the  woi'd 
CIRCLE  as  if  ending  a  sentence.) 

5.  "Attention!  Look  at  5.  If  a  captain  is  superior  to  a 
corporal,  then  (when  I  say  'go')  put  a  cross  in  the  second  circle; 
if  not,  draw  a  line  under  the  word  NO. — Go!"  (Allow  not 
over  10  seconds.) 

6.  "Attention!  Look  at  6.  When  I  say 'go' put  in  the  third 
circle  the  right  answer  to  the  question:  'How  many  months 
has  a  year?'  In  the  fourth  circle  do  nothing,  but  in  the  fifth 
circle  put  any  number  that  is  a  wrong  answer  to  the  question 
that  you  just  answered  correctly. — Go!"  (Allow  not  over  10 
seconds.) 

7.  "Attention!  Look  at  7.  When  I  say  'go'  cross  out  the 
letter  just  after  G  and  also  draw  a  line  under  the  second  letter 
after  H. — Go!"    (Allow  not  over  10  seconds.) 

8.  "Attention!  Look  at  8.  Notice  the  three  circles  and  the 
three  words.  When  I  say  '  go '  make  in  the  first  circle  the  third 
letter  of  the  first  word;  in  the  second  circle  the  ^rs^  letter  of  the 
second  word  and  in  the  ihird  circle  the  first  letter  of  the  third 
word. — Go!"    (Allow  not  over  10  seconds.) 

9.  "Attention!  Look  at  9.  When  I  say  'go'  cross  out  each 
number  that  is  more  than  60  but  less  than  70. — Go!"  (Allow 
not  over  15  seconds.) 

10.  "Attention!  Look  at  10.  Notice  that  the  drawing  is 
divided  into  five  parts.  When  I  say  '  go '  put  a  2  or  a  3  in  each 
of  the  two  largest  parts  and  any  number  between  6  and  9  in 
the  part  next  in  size  to  the  smallest  part. — Go!"  (Allow  not 
over  15  seconds.) 

11.  "Attention!  Look  at  11.  When  I  say  'go'  draw  a  line 
through  every  even  number  that  is  not  in  a  square,  and  also 
through  every  odd  number  that  is  in  a  square  with  a  letter. — 
Go!"    (Allow  not  over  25  seconds.) 

12.  "Attention!     Look  at  12.     If  3  is  more  than  1,  then 


EXAMINER'S  GUIDE  63 

(when  I  say  'go')  cross  out  the  number  2  unless  2  is  more  than 
4,  in  which  case  draw  a  line  under  the  number  3. — Go! ''  (Allow 
not  over  10  seconds.) 

''Dui'ing  the  rest  of  this  examination  don't  turn  any  page 
forward  or  backward  unless  you  are  told  to.  Now  turn  over 
the  page  to  Test  2." 

Test  2.  —Arithmetical  Problems 

"Attention!  Look  at  the  directions  at  the  top  of  the  page 
while  I  read  them.  'Get  the  answers  to  these  examples  as 
quickly  as  you  can.  Use  the  side  of  this  page  to  figui'e  on  if 
you  need  to.'  I  will  say  stop  at  the  end  of  five  minutes.  You 
may  not  be  able  to  finish  all  of  them,  but  do  as  many  as  you 
can  in  the  time  allowed.  The  two  samples  are  already  an- 
swered correct  l^^ — Ready — Go! " 

After  5  minutes,  say  "STOP!  Turn  over  the  page  to 
Test  3." 

Test  3. — Practical  Judgment 

"Attention!  Look  at  the  directions  at  the  top  of  the  page 
while  I  read  them. 

"'This  is  a  test  of  common  sense.  Below  are  sixteen  ques- 
tions. Thi-ee  answers  are  given  to  each  question.  You  are  to 
look  at  the  answers  carefully;  then  make  a  cross  in  the  square 
before  the  best  answer  to  each  question,  as  in  the  sample: 

"  '  Why  do  we  use  stoves?    Because 

!~~1  they  look  well 

[x]  they  keep  us  warm 

[~1  they  are  black 

"'Here  the  second  answer  is  the  best  one  and  is  marked  with 
a  cross. 

Begin  with  No.  1  and  keep  on  until  time  is  called.' — Ready 
—Go!"  After  l*/-*  minutes,  say  "STOP!  Turn  over  the  page 
to  Test  4." 


64  ARMY  MENTAL  TESTS 

Test  4. — Synonym — Antonym 

"Attention!  Look  at  the  directions  at  the  top  of  the  page 
while  I  read  them."    (E.  reads  slowly.) 

"  'If  the  two  words  of  a  pair  mean  the  same  or  nearly  the 
same  draw  a  line  under  same.  If  they  mean  the  opposite  or 
nearly  the  opposite,  draw  a  line  under  opposite.  If  you  can- 
not be  sure,  guess.  The  two  samples  are  already  marked  as 
they  should  be.' — Ready — Go!" 

After  IV2  minutes,  say  "STOP!  Turn  over  the  page  to 
Tests."  (Pause.)  "  Now  you  have  to  turn  your  books  around 
this  way."    (Examiner  illustrates  the  necessary  rotation.) 

Test  5. — Disarranged  Sentences 

"Attention!  Look  at  the  directions  at  the  top  of  the  page 
while  I  read  them."    (E.  reads  slowly.) 

"'The  words  a  eats  cow  grass  in  that  order  are  mixed  up  and 
don't  make  a  sentence;  but  they  would  make  a  sentence  if  put 
in  the  right  order:  a  cow  eats  grass,  and  this  statement  is  true. 

"  'Again,  the  words  horses  feathers  have  all  would  make  a 
sentence  if  put  in  the  order  all  horses  have  feathers,  but  this 
statement  is  false. 

"  'Below  are  24  mixed-up  sentences.  Some  of  them  are  true 
and  some  are  false.  When  I  say  "go,"  take  these  sentences  one 
at  a  time.  Think  what  each  would  say  if  the  words  were  straight- 
ened out,  but  don't  write  them  yourself.  Then,  if  what  it  would 
say  is  true  draw  a  line  under  the  word  "true;"  if  what  it  would 
say  is  false,  draw  a  line  under  the  word  "false."  If  you  cannot 
be  sure,  guess.  The  two  samples  are  already  marked  as  they 
should  be.  Begin  with  No.  1  and  work  right  down  the  page 
until  time  is  called.' — Ready — Go!" 

After  2  minutes,  say  "  STOP !    Turn  over  the  page  to  Test  6." 

Test  6. — Number  Series  Completion 

(N.  B.  Examiner. — Give  these  instructions  very  slowly.) 
"Attention!    Look  at  the  first  sample  row  of  figures  at  the 


EXAMINER'S  GUIDE  65 

top  of  the  page — 2,  4,  6,  8,  10,  12;  the  two  numbers  that  should 
come  next  are,  of  couise,  14,  16. 

"Look  at  the  second  sample— 9,  8,  7,  0,  5,  4;  the  two  numbers 
that  should  come  next  are  3,  2, 

"Look  at  the  third  sample — 2,  2,  3,  3,  4,  4;  the  two  numbers 
that  should  come  next  are  5,  5. 

"Now  look  at  the  fourth  sample — 1,  7,  2,  7,  3,  7;  the  next 
two  numbers  would,  of  course,  be  4,  7. 

"Look  at  each  row  of  numbers  below,  and  on  the  two  dotted 
lines  write  the  two  numbers  that  should  come  next. — Ready — 
Go!" 

After  3  mmutes,  say  "STOP!  Turn  over  the  page  to 
Test  7." 

Test  T.^Analogies 

"Attention!  Look  at  the  first  sample  at  the  top  of  the  page: 
Sky — blue  :  :  grass — table,  gix'en,  warm,  big. 

"Notice  the  four  words  in  heavy  type.  One  of  them — green — 
is  underlined.    Grass  is  green  just  as  the  sky  is  blue. 

"Look  at  the  second  sample:  Fish — swims  :  :  man — paper, 
time,  walks,  girl. 

"Here  the  word  walks  is  underlined.  A  man  walks  and  a 
fish  swims. 

"Look  at  the  third  sample:  Day — night  :  :  wliite — red,  black, 
clear,  pure. 

"Here  the  word  black  is  imdcn-lined  because  l)lack  is  the  op- 
posite of  white  just  as  night  is  the  opposite  of  day. 

"  In  each  of  the  lines  below  the  first  two  words  are  related  to 
each  other  in  some  way.  What  3'ou  are  to  do  in  each  line  is  to 
see  what  the  relation  is  between  the  first  two  words,  and  under- 
line the  word  in  heavy  type  that  is  related  in  the  same  way  to 
the  third  word.  Begin  with  No.  1  and  mark  as  many  sets  as 
you  can  before  time  is  called. — Readj — Go!" 

After  3  minutes,  say  "STOP!  Turn  over  the  page  to 
Test  8." 


66  ARMY  MENTAL  TESTS 

Test  8. — Information 

"Attention!  Look  at  the  directions  at  the  top  of  the  page 
while  I  read  them."    (E.  reads  slowly.) 

"  'Notice  the  sample  sentence:  People  hear  with  the — eyes 
— ears — nose — mouth.  The  correct  word  is  ears,  because  it 
makes  the  truest  sentence.  In  each  of  the  sentences  below 
you  have  four  choices  for  the  last  word.  Only  one  of  them  is 
correct.  In  each  sentence  draw  a  line  under  the  one  of  these 
four  words  which  makes  the  truest  sentence.  If  you  cannot 
be  sure,  guess.  The  two  samples  are  already  marked  as  they 
should  be.'— Ready— Go!" 

After  4  minutes,  say  "STOP!  Turn  over  the  page  to  Test  1 
again.  In  the  upper  right  hand  corner,  where  it  says  'Group 
No.  — ,'  put  the  number  101"  (or  102,  103,  etc.,  according 
to  the  number  of  this  group  in  the  examiner's  scries  of 
groups). 

Have  all  examination  booklets  and  pencils  collected  imme- 
diately and  before  the  men  are  allowed  to  leave  their  seats. 
Before  dismissing  the  group,  the  number  of  booklets  collected 
should  be  carefully  checked  with  the  number  of  men  present 
and  the  number  of  booklets  issued. 

2.  DIRECTIONS  FOR  SCORING 
General  Rules 

1.  Each  item  is  scored  either  right  or  wrong.  No  part  credits 
are  given. 

2.  In  general,  items  evidently  corrected  stand  as  corrected. 

3.  In  tests  where  the  score  is  "Number  Right,"  only  Avrong 
items  need  be  checked  in  scoring.  In  Tests  4  and  5,  where  the 
score  is  "Right  minus  Wrong,"  wrong  and  omitted  items  must 
be  separately  checked. 

4.  Indicate  the  last  item  attempted  by  drawing  a  long  line 
under  that  item  and  out  into  the  margin, 

5.  Enter  the  score  for  each  test  in  lower  right-hand  corner  of 


EXAMINER'S  GUIDE  67 

the  test  page  and  encircle  it.    When  the  test  has  been  re-scorecl, 
a  check  mark  may  ho  made  beside  the  circle. 

(i.  Red  or  blue  jxmcil  increases  accuracy  of  scoiiufr. 

Test  1 

(Score  is  numl)er  right.) 

1.  No  credit  is  given  for  any  item  in  which  more  is  done  than 
the  instructions  require. 

2.  In  an  item  where  .something  is  to  be  written  '*?'«"  a  given 
space,  give  credit  if  a  mark  crosses  a  line  from  haste  or  awk- 
wardness; give  no  credit  if  the  position  is  really  aml)iguous. 

3.  Where  something  is  to  be  underlined  or  cros.sed  out,  give 
credit  if  two  or  three  underlinings  are  made  in  the  required 
place,  and  give  credit  for  any  method  of  crossing  out. 

4.  Item  2. — The  pencil  line  nmst  begin  and  end  either  on  the 
circumference  or  within  the  circles  indicated.  It  may  touch 
the  intermediate  circles,  but  must  not  cut  through  them. 

5.  Item  6. — In  the  circle  marked  "not  12"  there  nuist  be 
some  number  which  is  not  12,  such  as  5,  0,  27. 

6.  Item  9. — The  proper  numbers  must  l)e  crossed  out  to 
receive  credit. 

7.  Item  10.— In  Form  5,  "2"  alone  and  "8"  alone,  but  not 
"2  or  3,"  in  each  of  the  two  largest  parts;  "5"  alone  and  "6" 
alone,  but  not  "5  or  G,"  in  the  next  to  the  smallest  part,  are 
correct.    Similarly  for  other  forms. 

8.  Item  11, — The  lines  must  cross,  or  at  least  touch,  the 
proper  numbers;  they  may  or  may  not  cut  the  accompanjang 
let t CIS.  ]\Icre  indication  of  the  square,  triangle,  etc.,  is  not 
sufficient. 

9.  Item  12. — Underlining  in  place  of  crossing  out  is  wrong. 

Test  2 

(Score  is  number  right.) 

1.  Answer  niay  be  written  on  dotted  line  or  elsewhere  near 
its  problem. 


68  ARMY  MENTAL  TESTS 

2.  If  two  answers  are  given  to  any  problem,  count  as  wrong. 

3.  If  it  seems  clear  that,  by  a  slip,  one  answer  has  been  put 
in  the  wrong  brackets,  and  the  next  answers  are  all  thus  mis- 
placed, give  credit  for  the  answers  that  are  right  even  if  mis- 
placed. 

4.  Omission  of  dollar  sign  is  permissible. 

5.  Omission  of  decimal  point  is  permissible  in  items  2,  9,  13, 
and  14.    Fraction  may  be  expressed  as  decimal  in  item  15. 

Tests 

(Score  is  number  right.) 

1.  Any  clear  method  of  indicating  answer  is  given  full  credit — 
underlining,  checking,  etc. 

2.  If  two  answers  are  marked,  count  as  wrong  unless  one 
is  clearly  indicated  as  final. 

Test  4 

(Score  is  number  right  minus  number  wrong.) 

1.  Any  clear  method  of  indicating  answer  is  given  credit. 

2.  When  both  "Same  and  "Opposite"  are  underlined,  counts 
as  omitted,  not  as  wrong. 

3.  If  only  "Same"  is  underlined  right  down  the  column, 
score  for  the  test  is  zero.  Similarly  if  "Opposite"  is  under- 
lined right  down  the  column. 

Tests 

(Score  is  number  right  minus  number  wrong.) 
Same  rules  as  for  Test  4. 

Teste 

(Score  is  number  right.) 

1.  If  only  one  number  is  written,  give  no  credit. 

2.  If  only  one  of  the  numbers  is  right,  give  no  credit. 


EXAMINER'S  GUIDE  69 

3.  If  four  numbers  arc  written,  as  frequently  happens  with 
certain  items  (i.  e.,  33,  11  instead  of  3,  3),  give  full  credit. 

Test? 

(Score  is  number  right.; 

1.  Any  clear  indication  other  than  underlining  receives  full 
credit. 

2.  Underlining  of  any  of  the  first  three  words  of  an  item 
does  not  remove  credit. 

3.  If  two  or  more  of  the  last  four  words  are  marked,  give  no 
credit. 


Tests 


(Score  is  number  right.) 
Same  rules  as  for  Test  7. 


70  ARMY  MENTAL  TESTS 


KEYS  TO  TESTS 

The  following  keys  for  the  several  tests  of  the  alpha  examina- 
tion which  demand  them  are  additions  to  the  Examiner's  Guide. 
Keys  were  not  printed  during  the  war  either  in  the  "Guide" 
or  elsewhere. 

KEY  FOR  ALPHA,  TEST  2 

Form  5  Form  6  Form  7  Form  8  Form  9 

1  37  46  58  6.5  29 

2  $28.00  $30.00  $35.00  $27.00  $36.00 

3  3  4  5  6  8 

4  9  8  7  6  6 

5  2  3  5  6  4 

6  11  12  13  14  16 

7  20  16  12  24  40 

8  7  6  4  9  8 

9  $1.21  $1.29  $1.31  $1.19  $1.11 

10  36  32  28  24  40 

11  5  4  10  8  6 

12  8  12  6  4  10 

13  $2.40  $1.60  $.80  $1.60  $3.20 

14  $33.00  $36.00  $20.00  $26.00  $21.00 

15  2V2  41/2  2-/3  3V2  1V2 

16  6  12  9  15  18 

17  9  S  6  8  12 

18  17  19  18  27  28 

19  300  200  400  500  600 

20  3,463  3,213  3,409  3,895  3,607 


EXAMINER'S  GUIDE 


71 


KEY  FOR  ALPHA,  TEST  3 


Form  5 

FormG 

/'orA/i  7 

Form  5 

Form  9 

1 

*1 

1 

1 

1 

2 

2 

2 

2 

2 

2 

2 

3 

2 

1 

2 

3 

3 

4 

1 

3 

3 

2 

1 

5 

3 

1 

3 

2 

2 

6 

3 

2 

1 

3 

1 

7 

1 

3 

2 

1 

2 

8 

2 

2 

1 

3 

3 

9 

2 

3 

1 

1 

3 

10 

1 

1 

3 

2 

2 

11 

3 

2 

2 

2 

2 

12 

1 

3 

3 

1 

1 

13 

2 

1 

1 

3 

2 

14 

3 

2 

2 

3 

2 

15 

3 

2 

3 

1 

1 

16 

2 

3 

2 

3 

3 

*  The  numbers  indicated  mean  the  order  of  the  correct  sentence  in  each 
case 

KEY  FOR  ALPHA,  TEST  4 


Forms 

Form  G 

Form  7 

Form  8 

Form  9 

1 

opposite 

opposite 

opposite 

opposite 

opposite 

2 

opposite 

opposite 

opposite 

opposite 

opposite 

3 

opposite 

same 

same 

same 

same 

4 

same 

same 

opposite 

same 

opposite 

5 

opposite 

opposite 

same 

opposite 

same 

6 

same 

same 

same 

same 

same 

7 

opposite 

opposite 

opposite 

opposite 

opposite 

8 

same 

same 

same 

same 

opposite 

9 

same 

opposite 

same 

same 

same 

10 

same 

same 

same 

opposite 

opposite 

72 


ARMY  MENTAL  TESTS 


KEY  FOR  ALPHA,  TEST  4— Continued 


Form  5 

Form  6 

Form  7 

Form  8 

Form  9 

11 

same 

same 

opposite 

opposite 

same 

12 

opposite 

same 

opposite 

opposite 

same 

13 

opposite 

opposite 

same 

opposite 

same 

14 

opposite 

opposite 

opposite 

same 

opposite 

15 

opposite 

same 

same 

opposite 

same 

16 

same 

same 

same 

opposite 

opposite 

17 

same 

same 

opposite 

same 

same 

18 

same 

opposite 

same 

same 

same 

19 

opposite 

opposite 

opposite 

opposite 

same 

20 

opposite 

opposite 

opposite 

same 

opposite 

21 

same 

same 

same 

opposite 

same 

22 

same 

opposite 

opposite 

same 

same 

23 

same 

same 

same 

opposite 

opposite 

24 

same 

same 

opposite 

same 

same 

25 

same 

opposite 

opposite 

same 

same 

26 

opposite 

same 

same 

same 

opposite 

27 

opposite 

opposite 

opposite 

opposite 

same 

28 

same 

same 

same 

same 

opposite 

29 

opposite 

same 

same 

opposite 

opposite 

30 

same 

opposite 

opposite 

opposite 

same 

31 

opposite 

same 

same 

opposite 

opposite 

32 

same 

same 

same 

same 

same 

33 

same 

same 

opposite 

opposite 

same 

34 

same 

opposite 

opposite 

same 

opposite 

35 

same 

same 

same 

same 

opposite 

36 

same 

opposite 

same 

opposite 

same 

37 

opposite 

opposite 

same 

same 

same 

38 

same 

same 

opposite 

same 

same 

39 

same 

same 

opposite 

same 

opposite 

40 

same 

same 

same 

same 

opposite 

EXAMINER'S  GUIDE  73 

Key  FOR  ALPHA,  TEST  5 


Form  5 

Forme 

Foryn  7 

Forms 

Forms 

1 

true 

true 

true 

true 

true 

2 

true 

true 

true 

true 

true 

3 

false 

false 

false 

false 

false 

4 

false 

true 

false 

true 

false 

5 

false 

true 

false 

true 

false 

6 

false 

false 

true 

false 

false 

7 

true 

false 

false 

true 

true 

8 

false 

false 

false 

false 

true 

9 

false 

true 

true 

true 

true 

10 

true 

true 

true 

false 

false 

11 

false 

false 

true 

true 

true 

12 

false 

false 

false 

true 

false 

13 

true 

true 

false 

true 

false 

14 

true 

true 

true 

false 

false 

15 

true 

false 

true 

false 

true 

16 

false 

false 

false 

false 

true 

17 

true 

true 

true 

false 

false 

18 

false 

false 

true 

true 

true 

19 

true 

true 

false 

false 

false 

20 

false 

false 

true 

true 

false 

21 

false 

true 

false 

true 

false 

22 

true 

false 

true 

false 

true 

23 

true 

false 

true 

false 

false 

24 

true 

true 

false 

true 

true 

74  ARMY  MENTAL  TESTS 

KEY  FOR  ALPHA,  TEST  6 


Forms 

Fo 

•m  6 

For7ti  7 

Form  8 

For 

m9 

9 

10 

8 

9 

8 

9 

9 

10 

8 

9 

40 

45 

35 

40 

4 

3 

2 

1 

40 

45 

2 

1 

4 

3 

35 

40 

40 

45 

2 

1 

21 

24 

24 

27 

2 

2 

3 

3 

24 

27 

29 

33 

2 

2 

24 

27 

21 

24 

29 

33 

2 

1 

27 

31 

3 

1 

2 

1 

2 

1 

15 

5 

3 

1 

27 

31 

29 

33 

13 

13 

64 

128 

13 

13 

16 

17 

20 

21 

64 

128 

20 

21 

16 

17 

13 

13 

15 

15 

16 

17 

3 

3 

6 

3 

64 

128 

64 

128 

2 

2 

4 

1 

64 

128 

6 

3 

4 

1 

4 

1 

23 

30 

24 

31 

15 

17 

14 

16 

24 

31 

14 

16 

15 

17 

24 

31 

23 

30 

15 

17 

8 

1 

16 

15 

13 

9 

15 

11 

8 

1 

15 

11 

13 

9 

16 

15 

8 

1 

15 

11 

V9 

V27 

V4 

Vs 

V4 

Vs 

8 

5 

V4 

Vs 

8 

5 

12 

19 

49 

64 

V9 

V27 

12 

19 

13 

20 

49 

64 

9 

6 

49 

64 

49 

64 

49 

64 

9 

6 

12 

19 

13 

20 

9 

6 

38 

76 

46 

92 

46 

92 

38 

76 

38 

76 

KEY  FOR  ALPHA, 

TEST  7 

Form  5 

^orm  6 

Form.  7 

For7n  8 

Fo 

'm  9 

1 

cuts 

mew 

barks 

head 

foot 

2 

see 

cow 

water 

sheep 

bed 

3 

bird 

kitten 

daughter 

winter 

boy 

4 

door 

floor 

dog 

good 

Thanksgiving 

5 

head 

yard 

auto 

foot 

bottom 

6 

eat 

man 

enemy 

bird 

meat 

7 

automobile     bad 

collar 

nose 

speech 

8 

thin 

sheep 

army 

bark 

man 

9 

nest 

head 

shoe 

wolf 

vinegar 

10 

buy 

d 

angerous 

J    coat 

short 

good 

EXAMINER'S  GUIDE 


75 


KEY  FOR  ALPHA,  TEST  7~Conlinued 

Form  5 

Form  6 

Form  7 

Form  8 

Form  9 

11 

ocean 

shoe 

sweet 

small 

America 

12 

sccoikI 

wood 

tame 

month 

little 

13 

leave 

east 

carriage 

summer 

horse 

14 

July 

sky 

west 

dark 

mouse 

15 

retreat 

steam 

sink 

enemy 

obey 

10 

l)()ttom 

finger 

man 

plant 

net 

17 

])laiit 

Saturday 

bird 

house 

steam 

IS 

herbivorous    coin 

floor 

enemy 

niece 

19 

army 

tree 

engine 

peasant 

body 

20 

hoar 

small 

wheel 

breeze 

cloudburst 

21 

sadness 

top 

life 

second 

flowers 

22 

sadness 

limb 

China 

obey 

dark 

23 

repel 

money 

earth 

cniumon 

costly 

24 

parent 

lioys 

second 

negative 

disagreeable 

25 

general 

country 

(lucen 

week 

army 

20 

end 

shallow 

weak 

room 

blame 

27 

first 

bee 

divide 

horse 

hive 

2S 

small 

auto 

today 

table 

grief 

29 

end 

cow 

harvest 

bicycle 

d 

30 

bright 

water 

stubborn 

books 

sound 

31 

friend 

enemies 

honey 

Chinese 

easy 

32 

dull 

criminal 

silence 

whol(> 

discordant 

33 

warm 

j'^y 

(>arly 

enemies 

rascal 

34 

bird 

negative 

torrid 

leave 

love 

35 

books 

end 

sadness 

costly 

si)hcrc 

30 

pleasure 

war 

sorrow 

loud 

idiot 

37 

bricks 

]ioverty 

trivial 

traitor 

lcmj)erature 

38 

sun 

10,000 

originate 

distracting 

memorj' 

39 

jfy 

originate 

compulsion 

sculptor 

depression 

40 

steam 

fiction 

year 

exhilaration 

bright 

76 


ARMY  MENTAL  TESTS 


.S 

=! 

OJ 

.4-D 

fcuo 

TO 

^ 

bD 

^s 

t/J 

^ 

— 

3 

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a 

73 

1 

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a 
P. 

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2 

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t-i     3     s-i 
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EXAMINER'S  GUIDE  •        77 


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ARMY  MENTAL  TESTS 


3.  TOTAL  SCORE  AND  RATING 

The  result  of  examination  alpha  is  expressed  in  a  total  score 
wliicli  is  tlie  sum  of  the  raw  scores  of  the  several  tests.  The 
raw  scores  are  obtained  as  follows: 


Test 

Method  of 
scoring 

Maximum 
raw  score 

1 

2 

3 

R 

R 

R 
R-W 
R-W 

R 

R 

R 

12 
20 
16 
40 
24 
20 
40 
40 

4 

5 

6. 

7 

8 

Total 

212 

Letter  ratings  are  assigned  on  examination  alpha  as  follows: 


Rating 

Score 

A 

135-212 
105-134 
75-104 
45-  74 
25-  44 
15-  24 
0-  14 

B 

C+ 

C 

C- 

D 

D-* 

*  Recalled  for  further  examination. 


All  ratings  above  D—   are  entered  and  reported  at  once. 
Men  whose  scores  are  below  D  aie  recalled  for  examination 


EXAMINER'S  GUIDE  79 

beta.    Ratings  of  D—  may  not  be  given  in  alpha,  unk^ss  recall 
of  the  men  for  beta  is  impossible. 

IV.— GROUP  EXAMINATION  BETA 
1.  DIRECTIONS  FOR  SETTING  UP  APPARATUS 
Beta  materials  arc  shipped  in  three  packages. 

1.  Blackboard  frame. 

2.  Blackboard  chart. 

3.  (a)  Cardboard  pieces  for  Test  7;  (b)  patterns  for 

constructing  cubes  for  Test  2. 

The  blackboard  frame  consists  of  8  fitted  sections,  2  uprights 
which  carry  2  rollers  and  4  crossbars  wliich  are  attached  to 
the  small  crosspieces  of  the  uprights.  The  blackboard  should 
be  set  up  so  that  the  ends  of  the  rollers  to  which  the  crank  may 
be  fitted  come  on  the  right-hand  side.  A  piece  of  beaver  board 
30  by  40  inches  should  hv,  nailed  to  the  crossbars  so  as  to  give 
a  rigid  writing  surface.    This  must  be  procured  in  the  camps. 

The  blackboard  chart  is  a  continuous  roll  27  feet  long.  Care 
should  be  used  in  attaching  chart  to  rollers  so  that  it  will  wind 
evenly.  The  chart  must  be  kept  as  clean  as  possible  at  all 
times.  The  painting  should  be  gone  over  from  time  to  time 
with  a  white  gloss  paint.* 

The  'patterns  for  constructing  cubes  for  test  2  should  be  drawn 
on  heavy  cardboard  on  a  scale  such  that  the  constructed  model 
will  appear  to  be  made  from  3-inch  cubes.  All  cube  edges, 
either  real  or  imaginary,  should  be  bordered  in  lines  1/8-inch 
thick  painted  with  India  ink.  The  models  should  b(;  cut  on  the 
full  lines  and  folded  on  the  dotted  lines  as  indicated  in  the  pat- 
terns furnished.  For  these  cube  models  a  sloping  shelf  should  be 
so  arranged  that  the  pcM-spcctive  from  the  center  of  the  room 
will  ho.  the  same  as  that  of  the  models  represented  on  the  black- 
board. 

*  Tho  domoastration  figures  for  beta  arc  reproduced  in  Chapter  VI, 
page  284  of  this  book. 


80  ARMY  MENTAL  TESTS 

Chalk,  eraser,  point(^r,  and  a  curtain  for  covering  beta  ap- 
paratus are  also  necessary. 

2.  PROCEDURE 

It  is  most  important  that  examination  l)eta  be  given  in  a 
genial  manner.  The  subjects  who  take  this  examination  some- 
times sulk  and  refuse;  to  work.  E.  and  his  assistants  will  find 
it  necessary  to  fill  out  most  of  the  headings  for  the  men  before 
the  examination  begins.  The  time  retiuired  for  this  preparatory 
work  may  be  used  to  advantage  in  making  the  men  feel  at  ease. 
As  the  demonstration  preparatory  to  each  test  requires  some 
time,  the  "pencils  up"  command  is  omitted  in  examination 
beta.  The  examiner's  platform  should  be  so  high  that  he 
can  readily  see  whether  or  not  the  subjects  are  working.  Great 
care  should  be  taken  to  prevent  the  over-anxious  from  begin- 
ning work  before  the  command  "Go." 

Seating  conditions  should  be  such  that  subjects  cannot  copy 
from  one  another  and  the  rule  that  copying  shall  not  be  allowed 
should  be  enforced  strictly.  The  blackboard  should  at  all 
times  be  kept  clean  so  that  the  visual  conditions  may  be  ex- 
cellent and  constant.  The  black])oard  figures  for  Test  1  should 
be  exposed  when  the  subjects  enter  the  examining  room.  As 
soon  as  a  test  has  been  demonstrated  and  the  men  have  been 
told  to  go  ahead,  the  blackboard  should  be  covered  and  kept 
covered  until  time  is  called.  It  should  not  be  turned  to  the 
next  test  until  the  men  have  been  ordered  to  stop  work  on  a 
given  test.  Care  should  be  taken  to  have  the  physical  conditions 
of  examination  reasonably  uniform. 

With  the  exception  of  the  brief  introductory  statements  and 
a  few  orders,  instructions  are  to  be  given  throughout  by  means 
of  gestures  instead  of  words.  These  gestures  accompany  the 
samples  and  demonstrations  and  should  be  animated  and 
emphatic. 

It  is  absolutely  necessary  that  directions  be  followed  closely 
and  procedure  kept  uniform  and  definite.     Variations  of  pro- 


EXAMINER'8  GUIDE  81 

ceduro  are  more  likely  to  occur  in  beta  than  in  alpha,  and  there 
is  serious  risk  that  if  allowed  they  will  lessen  the  value  of  results. 
E.  should  especially  guard  against  using  more  or  few(>r  gestures 
or  woids  for  one  group  tiian  for  another.  Oral  language  shoukl 
be  rigidly  limited  to  the  wortls  and  phrases  given  in  the  pro- 
cedure for  the  different  tests. 

Whether  the  men  get  the  id(>a  of  the  test  and  enter  into  it 
with  the  proper  spirit  will  depentl  chiefly  on  the  skill  with  which 
the  examiner,  the  demonstrator,  and  the  orderlies  carry  out 
their  respective  parts.  Examiner  and  demonstrator  especially 
should  be  selected  with  the  greatest  care.  An  examiner  who 
succeeds  admirably  in  giving  alpha  may  prove  to  be  entirely 
imatlapted  for  beta.  Both  examiner  and  demonstrator  must 
be  adept  in  the  use  of  gesture  language.  In  the  selection  of  a 
demonstrator  the  Personnel  Ofhce  siiould  ])e  consulted.  One 
camp  has  had  grtnit  success  with  a  "window  seller"  as  demon- 
sti'ator.  Actors  should  also  be  considered  for  the  work.  The 
orderlies  should  be  able  to  keep  the  subjects  at  work  without 
antagonizing  them  and  to  keep  them  eiicouragcHl  without 
actually  heli)ing  them. 

The  deinonHtrator  should  have  the  single  task  of  doing  before  the 
group  just  what  the  group  is  later  to  do  with  the  examination 
blanks.  The  blackboard  is  his  beta  blank.  Before  examination 
beta  can  be  given  satisfactorily  tlu;  demonstrator  must  be  hotter 
l^cn-fect  in  his  part.  Both  E.  and  demonstrator  must  be  very 
careful  to  stand  at  the  side  of  the  }3lackboar(l  in  order  not  to 
hide  the  drawings. 

As  soon  as  the  men  of  a  group  have  been  properly  seated, 
pencils  should  be  distributed  and  also  examination  blanks  with 
Test  8  up.^  While  this  is  being  done  E.  should  saj^  "Here  are 
some  papers.  You  must  not  open  them  or  turn  them  over 
until  you  are  told  to."    Holding  up  beta  l)lank,  E.  continues: 

"In  the  place  where  it  says  name,  write  your  name;  print  it  if 
you  can.     (Pause.)    Fill  out  the  rest  of  the  l)lank  about  your 
*  Test  8,  although  printed  on  the  record  blanks,  w.is  not  used. 


82  ARMY  MENTAL  TESTS 

age,  schooling,  etc.,  as  well  as  you  can.  If  you  have  any  trouble 
we  will  help  you."  (The  instructions  given  under  segregation 
may  be  used  for  filling  out  the  beta  blank.)  E.  should  announce 
the  group  number  and  see  that  it  as  well  as  the  other  necessaiy 
information  is  supplied.  Before  the  examination  proceeds  each 
paper  should  be  inspected  in  order  to  make  sure  that  it  is  satis- 
factorily completed. 

After  the  initial  information  has  been  obtained,  E.  makes 
the  following  introductory  remarks: 

"Attention!  Watch  this  man  (pointing  to  demonstrator).  He 
(pointing  to  demonstrator  again)  is  going  to  do  here  (tapping 
blackboard  with  pointer),  what  you  (pointing  to  different  mem- 
bars  of  group)  are  to  do  on  your  papers  (here  E.  points  to  several 
papers  that  lie  before  men  in  the  group,  picks  up  one,  holds  it 
next  to  the  blackboard,  returns  the  paper,  points  to  demon- 
strator and  the  blackboard  in  succession,  then  to  the  men  and 
their  papers).    Ask  no  questions.    Wait  till  I  say  'Go  ahead!'" 

In  general,  when  instructing  the  group  to  turn  from  test  to 
test,  E.  holds  up  a  beta  blank  before  group  and  follows  his 
own  instructions  as  he  gives  them.  As  soon  as  he  has  turned 
to  desired  test  or  page  he  says,  "This  is  test  X  here;  look!" 
(pointing  to  the  page). 

To  suggest  to  the  group  the  necessity  of  working  rapidly  the 
demonstrator,  after  proceeding  very  deliberately  with  the  early 
samples  of  each  test,  hurries,  as  soon  as  he  has  worked  out  the 
last  sample  prolilem 

(1)  to  record  his  response  as  fast  as  he  can, 

(2)  then  to  catch  E.'s  eyes  for  approval  and 

(3)  finally,  to  slip  away  from  blackl^oard,  drawing  cur- 
tain as  ho  does  so. 

After  the  personal  data  called  for  on  page  1  of  Ijlank  have 
been  gathered  and  recorded,  the  orderlies'  vocabulary  in  beta 
is  rigidly  restricted  to  the  following  words,  or  their  literal  equiv- 
alents in  Italian,  Russian,  etc.:     Yes,  No,  Sure,  Good,  Quick, 


EXAMINER'S  GUIDE  83 

How  many?    Same,  Fix  it.    Under  no  circumstances  may  sub- 
stitutional ('xplaiuitions  or  directions  !)(>  ^iven. 

Test  1.— Maze 

"Now  turn  your  papers  ov(m-.  This  is  Test  1  here  (pointing 
1()  pafz;e  of  record  blank).  Look."  After  all  have  found  the 
jxige,  Vj.  continues,  "Don't  make  any  marks  till  I  say  'Go 
ahead.'  Now  icatch."  After  touching  both  arrows,  E.  traces 
through  first  maze  with  pointer  and  then  motions  the  demon- 
strator to  go  ahead.  Demonstrator  traces  path  through  first 
maze  with  crayon,  slowl}'  and  hesitatingly.  E.  then  traces 
second  maze  and  motions  to  demonstrator  to  go  ahead.  Dem- 
onstrator makes  one  mistake  by  going  into  the  blind  alley  at 
upper  left-hand  corner  of  maze.  E.  apparently  does  not  notice 
what  demonstrator  is  doing  until  he  crosses  line  at  end  of  allej'; 
then  E.  shakes  his  head  vigorouslj',  says  "No — no,"  takes 
demonstrator's  hand  and  traces  back  to  the  place  where  he 
may  start  right  again.  Demonstrator  traces  rest  of  maze  so 
as  to  indicate  an  attempt  at  haste,  hesitating  only  at  ambiguous 
points.  E.  says  "Good."  Then,  holding  up  blank,  "Look 
here,"  and  draws  an  imaginary  line  across  the  page  from  left 
to  right  for  every  maze  on  the  page.  Then,  "All  right.  Go 
ahead.  Do  it  (pointing  to  men  and  then  to  books).  Hurry  up." 
The  idea  of  working  fast  must  ho  impressed  on  the  men  during 
the  maze  test.  E.  and  orderlies  walk  around  the  room,  motion- 
ing to  men  who  arc  not  working,  and  saying,  "Do  it,  do  it, 
hurry  up,  quick."  At  the  end  of  2  minutes  E.  says,  "Stop! 
Turn  over  the  page  to  Test  2." 

Test  2. — Cube  Analysis 

"This  is  Test  2 /iprc.  Look."  After  every  one  has  found  the 
page — "Now  watch."    The  order  of  procedure  is  as  follows: 

(1)  E.  points  to  the  three-cube  model  on  the  blackboard, 
making  a  rotar}^  movement  of  the  pointer  to  embrace  the  entire 
picture. 


84  ARMY  MENTAL  TESTS 

(2)  With  similar  motion  he  points  to  the  three-cube  model 
on  shelf. 

(3)  E.  points  next  to  picture  on  blackboard  and  asks,  "How 
much?" 

(4)  E.  turns  to  cube  model  and  counts  aloud,  putting  up  his 
fingers  while  so  doing,  and  encouraging  the  men  to  count  with 
him. 

(5)  E.  taps  each  cube  on  the  blackboard  and  motions  to 
demonstrator  asking  him  "How  much?" 

(6)  Demonstrator  (pointing)  counts  cubes  on  blackboard 
silently  and  writes  the  figure  3  in  proper  place. 

In  the  second  sample  of  this  test,  when  E.  counts  cubes  of 
model  he 

(1)  counts  the  three  exposed  cubes; 

(2)  touches  the  unexposed  cube  with  pointer;  and 

(3)  without  removing  pointer  turns  model,  so  that  hidden 

cube  comes  into  view  of  group.  In  other  respects 
procedure  with  second  and  third  samples  is  the 
same  as  with  first. 

In  counting  the  12-cube  model,  E.  (1)  counts  the  top  row  of 
cubes  in  the  model  (left  to  right),  (2)  counts  the  exposed  bottom 
row  (right  to  left),  (3)  taps  with  pointer  the  end  cube  of  hidden 
row,  (4)  turns  the  entire  model  around  and  completes  his  count- 
ing. E.  then  holds  model  in  same  plane  as  drawing  and  counts 
(in  the  same  order  as  above)  the  cubes  on  blackboard,  counting 
lines  between  front  and  top  row  as  representing  the  hidden  row. 
He  then  asks  demonstrator  "How  much?"  Demonstrator 
counts  the  cubes  on  blackboard  (pointing  but  not  speaking) 
and  writes  the  response. 

Throughout  the  demonstration  the  counting  is  done  delib- 
erately, not  more  rapidly  than  one  cube  per  second. 

At  end  of  demonstration  E.  points  to  page  and  says,  "All 
right.  Go  ahead."  At  the  end  of  273  minutes  he  says,  "Stop! 
look  at  me  and  don't  turn  the  page." 


EXAMINER'S  GUIDE  85 

Test  3.— X-0  Series 

"This  is  Test  3  here.  Look."  After  everyone  has  found  the 
page — "Now  watch."  E.  first  points  to  the  blank  rectanfj;lf's 
at  the  end,  then  traces  each  "O"  in  chart,  then  traces  outline 
of  "O's"  in  remaining  spaces.  Demonstrator,  at  a  gesture, 
draws  them  in.  E.  then  traces  first  "X"  in  next  sample,  moves 
to  next  "X"  by  tracing  the  arc  of  an  imaginary  semicircle 
joining  the  two,  and  in  the  same  manner  traces  each  "X," 
moving  over  an  arc  to  the  next.  He  then  traces  outlines  of 
"X's"  in  the  proper  blank  spaces,  moving  over  the  imaginary 
arc  in  each  case,  and  motions  to  demonstrator  to  draw  them  in. 
Demonstrator,  at  a  gesture,  fills  in  remaining  problems  very 
slowly,  standing  well  to  the  right  of  the  blackboard  and  writing 
with  his  left  hand.  E.  points  to  page  and  says,  "All  right.  Go 
ahead.  Hurry  up!"  At  end  of  l^/i  minutes  he  says,  "Stop! 
Turn  over  the  page  to  Test  4." 

Test  4.— Digit-Symbol 

"This  is  Test  4  here.  Look."  After  every  one  has  found  the 
page — "Now  watch."  E.  points  to  first  digit  of  key  on  l)lack- 
board  and  then  points  to  the  symbol  under  it.  Same  for  all 
nine  digits  in  key.  E.  then  (1)  points  to  first  digit  of  sample, 
(2)  to  the  empty  si)ace  l)elow  digit,  (3)  points  to  corresjionding 
digit  of  key,  (4)  points  to  proper  symbol  under  digit  in  key, 
and  (5)  traces  the  outline  of  the  proper  symbol  in  the  blank 
space  under  the  digit  in  the  sample.  Same  for  first  five  samples. 
Demonstrator,  at  a  gesture,  fills  in  all  the  samples,  working  as 
follows:  (1)  Touches  the  number  in  first  sample  with  index  finger 
of  right  hand;  (2)  holding  finger  there,  finds  with  index  finger 
of  left  hand  the  corresponding  number  in  key;  (3)  drops  index 
finger  of  left  hand  to  symbol  for  number  found;  (4)  holding 
left  hand  in  this  position  writes  appropriate  symbol  in  the  lower 
half  of  sample. 

Similarly  with  the  other  samples.     While  working,  demon- 


86  ARMY  MENTAL  TESTS 

strator  shoukl  stand  as  far  as  possible  to  the  left,  doing  all  the 
samples  from  this  sid(\ 

At  the  end  of  demonstration  E.  says,  "Look,  here"  and  points 
to  key  on  page,  repeating  the  gestures  used  in  pointing  on  the 
blackboard  at  the  beginning  of  the  demonstration.  Then,  "All 
right.  Go  ahead.  Hurry  up!"  Orderlies  point  out  key  to 
men  who  are  at  a  loss  to  find  it.  At  the  end  of  2  minutes,  E. 
says,  "Stop!    But  don't  turn  the  page." 

Test  5. — Number  Checking 

"  This  is  Test  5 /lerc.  Look."  After  every  one  has  found  the 
page,  "Now  watch."  In  this  demonstration  E.  must  try  to  get 
"Yes"  or  "No"  responses  from  the  group.  If  the  wrong  re- 
sponse is  volunteered  by  group,  E.  points  to  digits  again  and 
gives  right  response,  "Yes"  or  "No"  as  the  case  may  be.  E. 
points  to  first  digit  of  first  number  in  left  column,  then  to  first 
digit  first  numljer  in  right  column,  then  to  second  digit  first 
niunber  in  left  column  and  second  digit  first  number  in  right 
column,  nods  head,  says  "Yes"  and  makes  an  imaginary  cross 
at  end  of  number  in  right  column.  Motions  to  demonstrator, 
who  makes  an  "X"  there.  E.  does  the  same  for  second  line 
of  figures,  but  here  he  indicates  clearly  b}^  shaking  head  and 
saving  "No"  that  certain  digits  are  not  identical.  E.  repeats 
for  three  more  sets  and  after  each,  looks  at  group,  says  "Yes?" 
in  questioning  tone  and  waits  for  them  to  say  "Yes"  or  "No." 
He  repeats  correct  reply  with  satisfaction.  Demonstrator 
checks  each  after  group  has  responded,  or  at  signal  from  E. 
if  group  does  not  respond.  Demonstrator  then  works  out 
remaining  items,  pointing  from  colunm  to  column  and  working 
deliberately.  E.  summarizes  demonstrator's  work  by  pointing 
to  the  whole  numbers  in  each  set  and  saying  "Yes"  (indicating 
X)  or  "No;"  if  "No,"  he  shows  again  where  the  numbers  are 
unlike.  E.  then  points  to  page  and  saj's  "All  right.  Go  ahead. 
Hurry  up!"  At  the  end  of  3  minutes,  E,  says  "Stop,  Turn 
over  the  page  to  Test  6." 


EXAMINER'S  GUIDE  87 

Test  6. — Pictorial  Completion 

" This  is  Tost  G /irrp.  Look,  A  lot  of  pictures."  After  every 
one  has  found  the  page,  "Now  watch,"  E.  points  to  hand  and 
says  to  demonstrator,  "Fix  it."  Demonstrator  does  nothinf^, 
but  looks  puzzled.  E.  points  to  the  picture  of  the  hand,  then 
to  the  place  where  finger  is  missing  and  says  to  demonstrator, 
"Fix  it;  Fix  it."  Demonstrator  then  draws  in  finger.  E,  says, 
"That's  right."  E.  then  points  to  fish  and  place  for  eye  and 
nays,  "Fix  it."  After  demonstrator  has  drawn  missing  eye,  E. 
points  to  each  of  the  four  remaining  drawings  and  says,  "Fix 
them  all,"  Demonstrator  works  samples  out  slowly  and  with 
apparent  effort.  When  the  samples  are  fini.shed  E.  saj'S,  "All 
right,  rio  ahead.  Hurry  up!"  During  the  course  of  this  test 
the  orderlies  walk  around  the  room  and  locate  individuals 
who  are  doing  nothing,  point  to  their  pages,  and  say,  "  Fix  it. 
Fix  them,"  tiying  to  set  everyone;  working.  At  end  of  3  min- 
utes, I'],  says,  "StopI     But  don't  turn  over  the  page," 

Test  7. — Geometrical  Construction 

"This  is  Test  7  here.  Look,"  After  every  one  has  found  the 
page,  "Now  watch,"  Examiner  points  to  the  first  figure  on 
l)lackhoard.  He  then  takes  the  two  pieces  of  card})oard,  fits 
them  on  to  the  similar  drawings  on  blackboard  to  show  that 
they  correspond  and  puts  them  together  in  the  square  on  black- 
board to  show  that  they  fill  it.  Then,  after  running  his  finger 
over  the  line  of  intersection  of  the  parts,  E,  removes  the  pieces 
and  signals  demonstrator,  who  draws  solution  in  the  square  on 
blackboard.  The  same  procedure  is  repeated  for  the  second 
and  third  sample.  Demonstrator  works  out  fourth  sample, 
after  much  study,  pointing  from  the  square  to  the  forms. 

Demonstrator  first  draws  the  two  small  squares  in  the  upper 
half  of  the  large  scjuare,  then  the  two  triangles  in  the  remaining 
rectangle.  Each  small  figure  is  drawn  in  by  tracing  its  entire 
circumference,  not  merely  the  necessary  dividing  lines.    While 


88  ARMY  MENTAL  TESTS 

drawing  each  small  figure  in  the  large  square,  demonstrator 
points  with  index  finger  of  left  hand  to  the  corresponding  small 
figure  at  left  of  square,  taking  care  not  to  obstruct  the  view. 
At  the  end  of  demonstration  E.  holds  up  l)lank,  points  to  each 
square  on  the  page  and  says,  "All  right.  Go  ahead.  Hurry 
up!"  At  end  of  2V2  minutes,  "Stop!  Turn  over  the  page." 
Papers  are  then  collected  immediately. 

3.  DIRECTIONS  FOR  SCORING 
General  Rules 

1.  In  general,  items  evidently  corrected  stand  as  corrected. 
The  only  exception  to  this  rule  is  in  the  maze  test. 

2.  In  tests  where  the  score  is  number  right,  only  wrong  items 
need  be  checked  in  scoring.  In  Test  5,  where  the  score  is  right 
minus  wrong,  wrong  and  omitted  items  must  be  separately 
checked. 

3.  Enter  the  score  for  each  test  in  lower  right-hand  corner 
of  the  test  page  and  encircle  it.  When  the  test  has  been  re- 
scored  a  check  may  be  made  beside  the  circle. 

4.  Red  or  blue  pencil  increases  accuracy  of  scoring. 

Test  1 

1.  One-half  point  for  each  correctly  completed  half  of  maze. 
A  half  maze  is  correct  if  drawn  line  does  not  cross  any  lino  of 
maze  (except  through  awkwardness)  nor  an  imaginary  straight 
Mne  across  the  opening  of  a  wrong  passage. 

2.  Allow  much  leeway  in  the  cutting  of  corners. 

3.  Spur  running  into  any  blind  passage  counts  wrong  for 
that  half-item,  even  though  erased. 

4.  When  two  lines  are  drawn,  one  straight  across  the  page,  the 
other  correct,  full  credit  is  given. 

Test  2 

Score  is  number  right. 


EXAMINER'S  GUIDE  89 

Tests 

1.  Score  is  nunibor  rifj;ht. 

2.  Ally  incomplete  item  receives  no  credit. 

3.  Count  any  item  correct  if  intended  plan  is  carried  out. 
Disregard  additional  unnecessary  marks,  such  as  circles  be- 
tween the  crosses  of  items  2  and  4  in  first  part  of  line,  etc. 

Test  4 

1.  Score  is  one-third  of  number  of  correct  symbols. 

2.  Use  leniency  in  judging  form  of  symbol. 

3.  Credit  symbol  for  2  even  though  reversed. 

Tests 

1.  Score  is  right  minus  wrong  (number  of  items  checked  that 
should  be  checked  minus  number  of  items  checked  that  should 
not  be  checked). 

2.  If  other  clear  indication  is  used  instead  of  crosses,  give 
credit. 

3.  If  numl^ers  which  should  not  be  checked  are  marked  by 
some  other  sign  than  is  used  to  check  similar  pairs,  count  as 
though  not  marked. 

4.  If  all  items  are  checked,  the  score  for  the  test  is  zero. 

Teste 

1.  Score  is  number  right. 

2.  Allow  much  awkwardness  in  drawing.  Writing  in  name 
of  missing  part  or  any  way  of  indicating  it  receives  credit,  if 
idea  is  clear. 

3.  Adtlitional  parts  do  not  make  item  wrong,  if  proper  missing 
part  is  also  inserted. 

4.  Rules  for  individual  items: 

Ite7n  4. — Any  spoon  at  any  angle  in  riqht  hand  receives  credit. 
Left  hand,  or  unattached  spoon,  no  credit. 


90  ARMY  MENTAL  TESTS 

Item  5. — Chimney  must  be  in  right  place,  No  credit  for 
smoke. 

Item  6. — Another  ear  on  same  side  as  first  receives  no  credit. 

Item  8. — Plain  square,  cross,  etc.,  in  proper  location  for  stamp, 
receives  credit. 

Item  10. — Missing  part  is  the  rivet.  Line  of  "ear"  may  be 
omitted. 

Item  13. — Missing  part  is  leg. 

Item  15. — Ball  should  be  drawn  in  hand  of  man.  If  repre- 
sented in  hand  of  woman,  or  in  motion,  no  credit. 

Item  16. — Single  line  indicating  net  receives  credit. 

Ite7n  IS. — Any  representation  intended  for  horn,  pointing  in 
any  direction,  receives  credit. 

Item  19. — Hand  and  powder  puff  must  be  put  on  proper  side. 

Item  20. — Diamond  is  the  missing  part.  Failure  to  complete 
hilt  on  sword  is  not  an  error. 

Test? 

1.  Score  is  number  right. 

2.  Allow  considerable  awkwardness  in  drawing. 

3.  Extra  subdivisions,  if  not  erased,  make  item  wrong. 

4.  Rules  for  individual  items: 

Item  1. — Line  of  division  may  be  slightly  distant  from  true 
center,  and  need  not  be  straight. 

Item  3. — Lines  of  semi-circumference  must  start  from  or  near 
corners  of  square. 

Item  4- — Line  must  not  start  from  corner. 


EXAMINER'S  GUIDE 


91 


4.  TOTAL  SCORE  AND  RATING 

The  rosult  of  examination  beta  is  expressed  as  a  "total  score," 
which  is  the  sum  of  the  raw  scores  of  the  several  tests.  The  raw 
scores  are  obtained  as  follows: 


Test 

Method  of  scoring 

Maximum 
score 

1 

2 

3 

4 

5 

6 

7 

Total .  . 

Half  point  for  each  half  maze .... 
Number  right 

5 
16 
12 
30 
25 
20 
10 

Number  right 

One-third  of  lunubcr  right 

Riglit  minus  wrong 

Number  right 

Number  right 

118 

Letter  ratin{i;s  are  assigned  on  exainiiinlion  beta  as  follows: 


Rating 

Scores 

A    

100-118 
90-  99 
80-  89 
65-  79 
45-  64 
20-  44 
0-  19 

B 

C-f-            

C       

C- 

D 

D-* 

*  Recalled  for  individual  examination. 


All  ratings  al)ove  D—  are  entered  and  reported  at  once. 
Men  whose  scores  fall  below  D  arc  recalled  for  individual  ex- 
amination. 


92  ARMY  MENTAL  TESTS 

Rat  ings  of  D  —  may  not  be  given  in  examination  beta,  unless 
recall  of  t'he  men  for  individual  examination  is  impossible. 


v.— INDIVIDUAL  EXAMINATIONS 
1.  GENERAL  DIRECTIONS 

Purpose. — The  main  purpose  of  the  individual  examination 
is  to  secure  a  more  accurate  measurement  of  the  mental  ability 
of  those  who  have  made  D  —  in  alpha  or  beta,  or  in  both.  By 
the  personal  contact  it  allows  it  should  also  yield  valuable  sup- 
plementar}^  information  of  a  kind  which  cannot  be  brought  out 
by  a  group  examination.  All  the  kinds  of  information  secured 
should  be  considered  in  connection  with  recommendation  con- 
cerning a  man. 

The  Subjects. — Men  who  are  likely  to  be  summoned  for  in- 
dividual examination  fall  into  three  classes — literates,  illiterates, 
and  non-English  speaking.  Since  the  procedure  of  examination 
varies  importantly  with  the  class,  the  first  task  of  the  examiner 
is  to  assign  the  man  who  has  reported  for  individual  examina- 
tion to  his  proper  category.  The  following  definitions  will 
assist  in  the  process  of  classifying: 

Literates. — Those  who  have  been  allowed  to  take  alpha  may 
ordinarily  be  considered  literate  for  purpose  of  individual  ex- 
amination. Subjects  who  have  not  taken  alpha  may  be  con- 
sidered literate  if  they  have  completed  the  third  grade  (or  its 
equivalent)  in  an  American  school.  E.  should  question  S. 
regarding  his  opportunities  for  schooling,  and  if  necessary  may 
test  his  ability  to  read  and  write  English. 

Illiterates  are  those  who  do  not  meet  the  above  requirements, 
but  who  understand  and  speak  English  fairly  well.  The  sub- 
ject may  be  highly  literate  in  some  language  but  illiterate  in 
English.  Such  are  to  be  classed  as  ilhterate  for  the  present 
purpose. 

Non-English-speaking  subjects  are  those  who,  whether  foreign 


EXAMINER'S  GUIDE  93 

born  or  American  born,  are  unable  to  understand  or  speak 
English  sufficiently  well  to  take  an  oral  examination  given  in 
English.  The  majority  of  such  subjects  are  foreigners,  but 
many  foreigners  belong  in  either  the  literate  or  the  illiterate 
class  instead  of  in  the  non-English  speaking. 

Choice  of  Examination. — Literates  should  be  examined  by 
means  of  the  point  scale  or  the  Stanford-Binet  scale  according 
to  availability  of  materials  and  preference  of  the  examiner. 
Usually  it  will  not  be  necessary  to  give  a  literate  subject  fur- 
ther examination,  but  if  the  examiner  is  in  doubt  as  to  proper 
rating  and  recommendation  concerning  subject,  he  should,  after 
completing  examination  by  the  one  or  the  other  of  these  scales, 
supplement  his  observations  by  giving  such  performance  tests 
as  seem  desirable. 

Illiterates  should  be  examined  by  means  of  one  or  more  of  the 
following  systematic  procedures:  (a)  the  point  scale  as  adapted 
for  illiterates:  (6)  the  Stanford-Binet  scale  as  adapted  for 
illiterates;  (c)  the  performance  scale  with  oral  instructions.  In 
certain  instances  it  may  be  obviously  desirable  or  necessary  to 
use  the  performance  scale  in  addition  to  the  one  or  the  other 
adapted  scale.  As  a  rule  it  should  be  unnecessary  to  use  other 
than  either  the  point  scale  or  Stanford-Binet  (complete  or 
adapted)  in  the  case  of  a  subject  who  has  attended  an  American 
school  as  much  as  four  or  five  years.  Inability  to  read  and 
write  after  that  amount  of  schooling  nearly  always  indicates 
grave  mental  inferiority,  and  should  not  be  considered  an  excuse 
for  failure  on  such  tests  as  writing  from  dictation,  counting 
backward,  making  change,  etc.  Those  who  are  illiterate  from 
complete  lack  of  educational  opportunity  should  be  given  the 
performance  scale. 

Non-English-speaking  subjects  can  be  examined  safel}^  only 
by  means  of  the  performance  scale  with  non-verbal  instructions. 
Those  subjects  who  understand  English  slightly  ma}^  profit  by 
the  use  of  such  words  as  "no,"  "yes,"  etc.  For  this  reason 
words  may  be  used  by  the  examiner  to  supplement  his  gestures. 


94  ARMY  MENTAL  TESTS 

Ijut  tliey  must  not  be  depended  upon  as  a  means  of  conveying 
the  idea  of  what  is  to  be  done  in  a  given  test. 

The  thn-ation  and  extent  of  an  hidividual  examination  should 
depend  upon  the  nature  of  the  case  and  should  vary  with  the 
information  necessary  for  safe  report  and  recommendation.  In 
some  instances  only  a  few  tests  need  be  given,  in  others,  even 
a  prolonged  examination  may  leave  the  examiner  in  doubt  con- 
cerning suitable  recommendation,  and  may  force  him  to  appeal 
to  company  commander  or  others  for  supplementary  informa- 
tion. Unless  conditions  render  haste  imperative,  the  examiner 
should  obtain  a  definite  intelligence  rating  for  each  subject  in 
terms  of  mental  age. 

Condensed  instructions  for  administering  the  point  scale  and 
the  Stanford-Binct  scale  are  printed  in  this  guide  for  the  con- 
venience of  examiners,  but  these  instructions  can  be  used  safely 
only  on  the  basis  of  thorough  knowledge  of  the  detailed  de- 
scriptions of  these  two  scales  which  arc  available  in  book  form. 
The  performance  scale  is  fully  described  in  this  guide,  since  its 
constituent  parts  and  their  standardization  are  newly  chosen 
and  especially  adapted  for  arni}^  use. 

It  is  the  task  of  the  psychological  examiner  to  obtain  reliable 
intelligence  ratings  and  to  make  recommendations  based  there- 
upon. Where  serious  mental  peculiarities  or  psychopathic 
conditions  are  discovered,  full  report  should  be  made  and  the 
subject  promptly  referred  to  the  psychiatrist  with  such  informa- 
tion as  the  psychological  examination  has  supplied. 

The  Examiner^ s  Recommendations. — As  a  result  of  careful 
psychological  examination,  the  examiner  may  conclude,  (1)  that 
the  subject  should  be  assigned  or  returned  to  appropriate  mili- 
tary organization  for  regular  training;  (2)  that  he  should  be 
assigned  or  transferred  to  the  Development  Battalion  or  to  a 
sei-vice  organization  in  which  simple  forms  of  manual  labor  arc 
the  chief  requirement;  (3)  that  he  should  be  recommended  to 
the  psychiatrist  fordischarge  by  reason  of  intellectual  deficiency; 
(4)  that  he  should  be  referred  to  the  psychiatrist  for  further 


EXAMINER'S  GUIDE  95 

examination  because  of  peculiarities  of  beluivior  or  definite 
psychopathic  tendencies. 

It  is  impossible  to  state  with  safety  the  jxarticular  degree  of 
intellectual  deficiency  which  justifies  recommendation  for  dis- 
charge. Other  factors  than  intelligence  contribute  to  a  man's 
serviceableness  in  the  Army.  These  must  be  taken  into  account. 
If  the  officers  who  are  attemptLug  to  train  a  man  are  satisfied 
with  his  responses,  the  indications  are  that  he  should  not  be 
discharged,  even  if  very  inferior  in  intelligence.  In  general, 
subjects  whose  menial  age  is  below  eight  should  be  seriously  con- 
sidered for  discharge  or  Develo'pynent  Battalion.  Those  whose 
mental  ages  range  from  eight  to  ten  should  be  considered  for  use 
in  special  service  organizations  or  for  assignment  to  Development 
Battalion.  All  others,  except  those  whose  psychotic  symptoms 
would  caus(»  their  immediate  reference  to  the  neuro-psj'chiatric 
examiner,  should  be  assigned  to  regular  training  organizations. 

Grade  E  shall  be  given  to  all  men  who  arc  recommended  by 
the  (>xaniiner  for  discharge,  Development  Battalion,  or  service 
organizations,  and  to  such  men  onlij.  All  men  whose  intelligence 
is  deemed  satisfactory  for  regular  military  duty  shall  be  given 
rating  of  D  —  or  higher. 

In  this  connection  too  great  emphasis  cannot  be  laid  upon 
the  use  of  common  sense  as  well  as  technical  skill  and  informa- 
tion by  the  psychological  examiner.  Whil<>  doing  his  utmost  to 
obtain  reliable  measurement  of  mental  traits,  he  should  b(; 
(juick  to  observe  indications  of  qualities  of  physique,  tempera- 
ment, and  character  which  are  important  in  the  soldier. 


96  ARMY  MENTAL  TESTS 

2.  POINT  SCALE  EXAMINATION 

(a)    PROCEDURE  * 

The  directions  for  the  Point  Scale  examination  given  on 
pp.  39-44  of  the  Examiner's  Guide  are  omitted  here  because  of 
copyright  restrictions. 

(b)    ADAPTATION    FOR   USE   WITH    ILLITERATES 

In  the  examination  of  an  ilHterate  subject,  tests  14  and  18 
should  be  omitted  and  the  following  additions  made  to  the 
total  score: 

Total  Points 

score  added 

18-51 0 

52-58 2 

59-62 4 

63-69 6 

70-74 8 

75-77 9 

78-90 10 

(e)    EXPRESSING   AND   INTERPRETING   RESULTS 

The  results  of  the  point-scale  examination  should  be  expressed 
in  the  following  ways:  (1)  Total  score;  (2)  mental  age;  (3)  letter 
rating.  The  accompanying  tables  will  enable  the  examiner 
readily  to  transmute  any  point-scale  score  into  mental  age  and 
letter  rating. 

*  The  following  condensed  directions  for  point  scale  examination  (omitted) 
should  be  supplemented  by  reference  to  Yerkes,  Bridges  and  Hardwick, 
"A  Point  Scale  for  Measuring  Mental  Ability,"  Warwick  and  York, 
Baltimore. 


TABLE  OF 

KQUIVALRNl 

Score 

Menial  aye 

88  to  100 

{  18  or 
1  above 
17.5 
17 

16.5 
10.1 
15.7 
15.3 
14.9 
14.5 
14.2 
13.9 
13.6 
13.4 
13.2 
13 

12.8 
12.5 
12.3 
12 

11.8 

11.7 

11.5 

11.3 

11.2 

11.0 

10.8 

10.7 

10.5 

10.3 

10.2 

10 

9.9 

9.8 

9.6 

9.5 

9.4 

9.3 

87 

86 

85 

84 

83 

82 

81 

80 

79 

78 

77 

76 

75 

74 

73 

72 

71 

70 

69 

68 

67 

66 

65 

64 

63 

62 

61 

60 

59 

58 

57 

56 

55 

54 

53 

52 

51, 
50. 

49. 
48. 
47. 
•IG. 
45. 
44. 
43. 
42. 
41. 
40. 
39. 
38. 
37. 
36. 
35. 
34. 
33. 
32. 
31. 
30. 
29. 
28. 
27. 
26. 
25. 
24. 
23. 
22. 
21. 
20. 
19. 
18. 
17. 
16. 
15. 


Menial  age 


9.1 
9 

8.9 
8.8 
8.7 
8.6 
8.4 
8.3 
8.2 
8.1 
8.0 
7.8 


6.9 
0.7 
6.6 
6.4 
6.3 
6.1 
6.0 
5.8 
,7 
5 
3 
2 
0 
9 
7 


4.6 
4.4 
4.3 
4.1 
4.0 


97 


98  ARMY  MENTAL  TESTS 

Subjects  obtaining  a  score  of  60  points  or  more  may  ordinarily 
be  recommcndod  for  roftular  military  training;  subjects  obtain- 
ing scores  from  40  to  59  points  should  be  considered  for  assign- 
ment to  service  organizations  or  to  Development  Battalion; 
subjects  with  scores  below  40  points  should  be  considered  for 
discharge. 

Letter  ratings  should  be  assigned  as  follows: 

A (Not  given) 

B 95-100 

C+ 90-94 

C 80-89 

C- 70-79 

D 60-69 

D- 0-59 

(See  below.) 

Grade  E  shall  be  given  to  all  men  who  are  recommended  by 
the  examiner  for  rejection,  discharge,  Development  Battalion, 
or  service  organizations,  and  to  such  men  onhj.  All  men  whose 
intelligence  is  deemed  satisfactory  for  regular  military  duty 
shall  be  given  rating  of  D—  or  higher. 

3.  STANFORD-BINET  EXAMINATION 

(a)    PROCEDURE  * 

The  directions  for  the  Stanford-Binet  examination  on  pp.  47- 
66  of  the  Examiner's  Guide  are  omitted  here  because  of  copy- 
right restrictions. 

(b)    ADAPTATION    FOR   USE   WITH   ILLITERATES 

In  the  examination  of  an  illiterate  subject  only  those  tests 
in   each   year-group   which   are   stari-ed    in  the  record  blank 

*  The  following  directions  (omitted)  for  the  Stanford-Binet  examination 
should  be  supplemented  by  reference  to  Terman,  "The  Measurement  of 
Intelligence,"  Houghton  Mifflin  Company,  Boston. 


EXAMINER'S  GUIDE  99 

should  be  given. ^  When  only  the  starred  tests  are  given,  credits 
should  be  assigned  in  accordance  with  the  following  table: 

Years  3  to  10 3      i)()iiits  (or  months)  })cr  test. 

Year  12 5      points  (or  months)  per  test. 

Year  14 G      j)oints  (or  months)  per  test. 

Year  10 7)^  points  (or  months)  per  test. 

Year  18 9      points  (or  months)  per  test. 

The  probable  error  of  a  mental  age  score  derived  by  the  scale 
as  thus  abbreviated  is  ai)proxiniately  73^2  months,  as  contrasted 
with  a  probable  error  of  less  than  6  months  for  the  unabbre- 
viated scale  as  applied  to  unselected  adults. 

(c)    EXPRESSING   AND    INTERPRETING   RESULTS 

As  this  is  an  ago  scale,  the  responses  are  ordinarily  scored  in 
terms  of  months.  They  may  also  be  scored  in  terms  of  points 
by  those  who  prefer  this  method.  When  this  is  done,  each  test 
is  given  a  point  value  corresponding  to  its  value  in  months.  A 
subject  is  credited  v/ith  the  full  number  of  points  for  each  test 
below  the  year-group  actually  given,  ayid  in  addition  with  2J^ 
points  for  years  1  and  2.  lie  is  also  credited  with  the  actual 
number  of  points  scored  in  the  year-groups  given.  It  is  thus 
possible  to  score  as  high  as  30  points  (months)  in  year  XVI 
and  36  in  year  XVHI,  making  a  total  possible  score  of  234 
points,  or  a  mental  age  of  19  years,  C  months.  If  fewer  than 
the  regular  number  of  tests  are  used  from  a  given  year-group, 
each  test  should  1)0  assigned  a  proportionately  higher  point 
value.  If  more  than  the  regular  number  are  used,  each  test 
should  1)0  assigned  a  proportionately  lower  value.  Where  half 
credit  is  allowed  for  a  response,  half  the  number  of  points  is 
given. 

The  results  of  Stanford-Binet  examinations  are  to  bo  expressed 
in  the  following  ways:  (1)  Mental  age  in  years  and  decimal  of  a 
year;  (2)  letter  rating. 

"  This  blank  is  reproduced  in  "  Psychological  examining  in  the  United  States  Army." 
Memoirs  of  the  National  Academy  of  Scipnces.  vol.  15.     (In  press). 


100  ARMY  MENTAL  TESTS 

Mental  ages  correspond  to  the  letter  ratings  as  follows: 

A 18.  -19.5 

B 16.5-17.9 

C+ 15.  -16.4 

C 13.  -14.9 

C- 11.  -12.9 

D 9.5-10.9 

D- Below  9.5 

Subjects  obtaining  a  score  of  10  years  (120  points)  or  more 
may  ordinarily  be  recommended  for  regular  military  training; 
subjects  between  8  and  10  years  (96  to  119  points)  should  be 
considered  for  assignment  to  service  organization  or  Develop- 
ment Battalion;  subjects  below  8  years  (96  points)  should  be 
considered  for  discharge. 

Grade  E  should  be  given  to  all  men  who  are  recommended 
by  the  examiner  for  discharge,  Development  Battalion,  or 
service  organization,  and  to  such  men  only.  All  men  whose  in- 
telligence is  deemed  satisfactory  for  regular  military  duty  shall 
be  given  rating  of  D—  or  higher. 

4.  PERFORMANCE  SCALE  EXAMINATION 

(a)    PROCEDURE 

Test  1.— The  Ship  Test 

Materials. — A  frame  and  ten  pieces  which,  when  properly 
fitted  together,  form  a  ship. 

Directions. — -E.  shows  S.  the  frame  with  the  pieces  properly 
fitted  therein,  and  says:  ''  This  is  a  picture  of  a  ship.  Look  at  it 
carefully."  S.  is  allowed  to  look  at  the  picture  for  10  seconds; 
then  E.  withdraws  the  picture  from  view,  removes  the  pieces, 
and  presents  the  empty  frame  and  the  pieces  arranged  as  in 
Fig.  13  (1).* 

*  The  figure  numbers  of  the  "Guide"  appear  in  parenthesis. 


EXAMINER'S  GUIDE 


101 


The  pieces  may  be  numbered  on  the  edge  toward  E.  from  left 
to  right  to  indicate  their  positions.    The  frame  is  next  the  sub- 


FlGURE  13  (1). 

ject.    E.  says:  "Put  these  pieces  in  the  frame  as  quickly  as  you 
can  so  as  to  make  the  ship  you  just  saio^ 

S.  is  given  jive  minutes,  and  is  allowed  to  make  any  changes 


102  ARMY  MENTAL  TESTS 

he  wishes  withm  the  time  hmit;  hut  E.  must  not  suggest  the 
changes. 

Scoring. — A  score  of  one  is  allowed  for  each  of  the  lower  or 
upper  pieces,  if  placed  in  the  lower  or  upper  portion  of  the  frame, 
i.  e.,  the  "water"  pieces  at  the  bottom  and  the  "sky"  pieces 
at  the  top,  except  that  no  credit  is  given  for  an  inverted  piece. 
In  addition  to  this,  a  score  of  one  is  given  to  each  piece  that  is 
in  its  correct  relative  position  in  the  upper  or  lower  row.  The 
maximum  score  for  accuracy  is  thus  20  points. 

If  the  score  for  accuracy  is  18  or  more,  additional  credit  is 
given  for  time  as  follows: 

Time  Credit 

0-20 5 

21-30 4 

31-50 3 

51-80 2 

81-120. 1 

121-300 ; 0 

The  maximum  raw  score  is,  therefore,  25  points. 

Test  2. — Manikin  and  Feature  Profile 

Materials. — (a)  Six  pieces  which  when  put  together  represent 
the  conventional  figure  of  a  man. 

(6)  Eight  pieces  which  when  put  together  form  the  figure  of 
a  human  head. 

Directions. — (a)  The  pieces  are  placed  before  S.,  as  in  Fig. 
14  (2).  Each  arm  and  each  leg  is  placed  at  the  opposite  side 
of  the  body  from  the  place  where  it  fits.  E.  says,  "Put  this 
together  as  quickly  as  you  can." 

(b)  The  pieces  arc  placed  before  S.,  as  in  Fig.  14  (2).  The 
three  pieces  forming  the  face  are  separated  from  each  other  by 
the  four  pieces  forming  the  ear.  E.  says,  "Put  this  together  as 
quickly  as  you  can." 

The  time  limit  for  (a)  is  two  minutes,  for  (6)  five  minutes. 


EXAMINER'S  GUIDE 


103 


Feattire  Profile 
S 


Figure  14  (2). 

Spontaneous  changes  aiv  allowed  within  the  time  limit.  S.  is 
not  told  what  the  pieces  make.  If  S.  scores  .3  or  less  on  (a), 
E.  fits  it  together  correctly  and  then  goes  on  to  (6).  If  the 
score  on  (a)  is  0,  (6)  need  not  be  given. 


104  ARMY  MENTAL  TESTS 

Scoring. — The  end  products  are  scored  as  follows: 

Points 
(a)  One  point  for  each  piece  in  correct  position;  i.  e.,  for  a  perfect 

performance 5 

One  or  both  arms  not  exactly  fitting  joints 4 

One  reversal  of  arms  or  legs 3 

Two  reversals,  arms  and  legs 2 

Legs  and  arms  interchanged,  or  any  other  result  that  looks  like  a 

man 1 

Poorer  than  this,  not  resembling  a  man 0 

(6)  One  point  for  each  face  piece  in  correct  position,  1  point  for  a 

partly  correct  ear — i.  e.,  one,  two,  or  three  pieces  in  the  correct 

place — and  2  points  for  a  completely  correct  ear,  making  a  total 

for  accuracy  of  5  points. 

Credit  is  given  for  time  only  if  the  score  for  accuracy  is  on 
(a)  4  or  5  points,  on  (6)  5  points.    Then  credit  as  follows: 

Time 
(a)  (6)  Credit 

0-10  0-30 5 

11-15  31-40 4 

16-20  41-60 3 

21-30  61-80 2 

31-  50  81-120 1 

51-120        121-300 0 

The  maximum  raw  score  is,  therefore,  20  points  on  (a)  and 
(6)  together. 

Test  3. — Cube  Imitation 

Materials. — (1)  Four  1-inch  cubes  fastened  2  inches  apart  to 
a  wooden  base.  Both  cubes  and  base  are  painted  a  dark  red. 
The  cubes  are  numbered  1  to  4  from  right  to  left.     (2)  A  fifth 


EXAMINER'S  GUIDE  105 

cul)c  of  the  same  siz(^  unattached  and  similarly  painted. 
(3)  Ten  imitation  jjioblems  (a  to  j),  as  printed  on  the  record 
sheet. 

Directions. — E.  {places  the  cube  board  before  S.,  with  the 
numbered  side  of  tlu>  cubes  directed  away  from  him,  and  says: 
"  Watch  carefully  and  then  do  just  what  I  do."  E.  next  with  the 
fifth  cube  taps  the  attached  blocks  in  a  predetermined  order, 
as,  for  example,  in  (a)  1 — 2 — 3 — 4,  at  the  rate  of  one  per  second. 
He  now  lays  the  tapping  cube  down  before  S.,  midway  between 
the  second  and  third  cubes,  but  nearer  to  S.  than  the  cube 
board,  and  says:  "Do  that."  If  in  the  first  problem  S.  taps 
4 — 3 — 2 — 1  instead  of  the  reverse,  E.  credits  the  response  and 
says:  "No,  begin  here"  (pointing  to  1). 

Parts  (6)  to  (j)  are  given  in  order  unless  S.  fails  in  5  successive 
parts.  In  this  ev(>nt  the  test  is  discontinued.  It  is  important 
that  the  rate  of  tappijig  should  not  be  faster  than  one  per  second. 

Scorifig. — The  responses  are  recorded  as  right  (+)  or  wrong 
(— );  and  1  point  is  given  for  each  success.  The  maximum  raw 
score  is  10  points. 

Test  4. — Cube  Construction 

Materials. — (1)  A  block  of  wood  (model  1)  I  Ijy  3  by  3  inches, 
painted  a  dark  red  on  the  four  sides,  not  on  the  upper  or  lower 
surfaces,  and  cut  to  a  depth  of  2  mm.,  so  that  it  closely  resembles 
a  composite  of  9  small  cubes.  (2)  Nine  1-inch  cubes  necessary 
for  the  construction  of  model  1,  four  painted  on  two  sides,  four 
painted  on  one  side,  and  one  not  painted.  (3)  A  block  of  wood 
(model  2),  same  size  as  model  1  l)ut  painted  on  the  top  as  well 
as  the  four  sides.  (4)  Nine  1-inch  cubes  necessary  for  con- 
struction of  mod(>l  2.  (5)  A  2-inch  cube  (model  3),  unpainted 
and  cut  on  tlu^  six  siu'faces  so  that  it  looks  like  a  composite  of 
eight  small  cubes.  (6)  lOight  1-inch  cubes  painted  on  three 
sides  for  the  construction  of  model  3. 

Directions. — E.  ])r(>sents  model  1,  and  says:  "You  see  this 
Mock.    Notice  that  it  is  painted  on  the  sides  hut  not  on  the  top  or 


106  ARMY  MENTAL  TESTS 

the  bottom;  and  you  see  these  smaller  blocks  [E.  presents  blocks 
described  under  (2),  above]  partly  painted  and  partly  unpainted. 
These  nine  blocks  can  be  put  together  so  as  to  make  one  just  like 
this."  E.  puts  the  blocks  together,  pointing  to  the  painted 
surface  or  surfaces  of  each  cube  as  he  fits  it  in  position. 

(a)  E.  then  presents  the  same  model  and  blocks  in  irregular 
order,  and  says:  "Now,  you  fit  the  blocks  together  so  as  to  make 
one  like  this." 

(b)  E.  now  presents  model  2  and  the  blocks  for  its  construc- 
tion and  says:  "Noiv,  put  these  blocks  together  so  as  to  make  one 
just  like  this.  Notice  that  it  is  painted  on  the  edges  and  on  the 
top  but  not  on  the  bottom." 

(c)  E.  presents  model  3  and  says:  "You  see  this  block;  notice 
that  it  is  not  painted  anywhere;  and  you  see  these  smaller  blocks 
[present  blocks  described  under  (6)  above]  that  have  three  sides 
painted  and  three  not  painted.  Now,  I  want  you  to  fit  these  eight 
blocks  together  so  as  to  make  one  just  like  this.  Remember,  it  is 
not  painted  on  the  bottom,  top,  or  sides." 

With  a  stop  watch  E.  takes  time  in  seconds  for  assembling 
the  cubes.  He  also  counts  the  number  of  moves.  A  move  is 
to  be  understood  as  a  placement  in  some  position  designed  to 
complete  the  structure.  If  parts  of  a  structure  are  assembled 
separately,  putting  such  parts  together  does  not  count  an  addi- 
tional move.  If  the  blocks  are  fitted  together  in  the  hand,  the 
moves  are  counted  just  as  they  are  if  assembled  on  the  table. 
Turning  a  block  over  or  otherwise  shifting  its  position  in  the 
structure  is  counted  a  move,  but  turning  it  over  in  the  fingers, 
picking  it  up,  and  placing  it  upon  the  table  are  not  to  be  counted 
moves.  S.  is  penalized  sufficiently  for  such  behavior  by  the 
longer  time. 

Time  for  work  on  each  part,  two  minutes.  If  S.  assembles 
blocks  before  time  is  up,  allow  spontaneous  corrections,  count- 
ing extra  time  and  additional  moves.  Each  block  changed 
counts  one  move  as  before.  The  time  should  be  taken  when 
S,  indicates  verbally  or  otherwise  that  ho  has  finished. 


EXAMINER'S  GUIDE  107 

Scoring. — No  credit  is  to  be  given  for  tiino,  if  the  blocks  arc 
not  all  assembled;  l)ut  if  they  are,  credit  as  follows: 

(a)  (6)  and  (c) 

Seconds  Seconds  Credit 

1-10  1-20 .5 

11-25  21-30 4 

26-50  31-50 3 

51-80  51-80 2 

81-120  81-120 1 

No  matter  whether  S.  has  finished  or  not,  count  each  mis- 
placed block  as  thr(H»  additional  moves  and  each  unassembled 
block  as  six  additional  moves,  and  credit  total  moves  as  follows: 

(o)  and  (6)  (c) 

Moves  Moves                                                    Credit 

9  8 5 

10-11  9-10 4 

12-15  11-15 3 

16-25  16-25 2 

26-50  26-50 1 

Note  that  the  minimum  number  of  moves  is  nine  for  («)  and 
(6),  and  eight  for  (c);  that  no  credit  is  given  for  over  50  moves; 
and  that  the  maxinmm  raw  score  is  10  points  for  each  part, 
or  a  total  of  30. 

Test  5.— Form  Board 

Materials. — See  illustration  of  problems.  Fig.  15  (3),  for 
identification  of  the  materials. 

Directions. — E.  places  the  board  before  S.,  arranged  as  shown 
in  "demonstration."  "E."  and  "S."  in  this  figure  indicate  the 
relative  positions  of  examiner  and  subject.  E.  says:  "These 
blocks  can  be  changed  around  so  as  to  make  room  for  this  extra 
square,  like  /^/.s."  E.  proceeds  to  solve  the  pro})lem  in  the 
minimum  number  of  moves,  making  sure  that  S.  is  attending. 


108 


ARMY  MENTAL  TESTS 


(a)  E.   now  presents  the  board   arranged   for  problem  A, 
saying:  "Without  viaking  any  more  moves  than  you  have  to, 


DKlBBORH        POSH       BOiieD       Va-    i- 


Figure  15  (3). 

change  these  blocks  around  so  you  can  find  a  place  for  the  extra 
square  (pointing  to  square).  DoTi't  have  any  blocks  left  over. 
Ready — go  ahead.  ^' 

(6)  E,  now  presents  the  board  arranged  for  problem  B,  say- 


EXAMINER'S  GUIDE 


109 


ing:  "/  want  you  to  change  these  blocks  around  so  you  can  find 
places  for  these  two  extra  squares  (pointing  to  them).  Ready — 
go  ahead." 

(c)  E.  presents  the  board  arranged  for  problem  C,  saying: 
"Now  I  want  you  to  change  the  blocks  around  so  you  can  find 
places  for  these  four  extra  blocks.    Ready — go  ahead." 

E.  records  the  time  in  seconds  from  start  to  finish,  and  counts 
the  number  of  moves.  A  move  is  to  be  understood  as  placing  or 
trying  to  place  a  block  in  some  position  on  the  board.  Taking  a 
block  out  of  position,  and  placing  a  Ijlock  upon  the  table  are 
not  counted  as  moves. 

Time  for  work  on  (a)  antl  {b),  two  minutes  each;  on  (c),  three 
minides.  If  (a)  is  not  solved  in  the  time  allowed,  E.  demon- 
strates that  correct  solution  before  going  on  to  (6). 

Scoring. — If  a  problem  is  not  solved  within  the  time  limit, 
score  that  part  0;  but  if  a  correct  solution  has  been  accomplished, 
give  credit  for  time  and  for  moves  as  follows : 


MOVES 

(a)        {h)  (c)                  Credit 

8 5 

9 4 

3  5     10-11 3 

4  G     12-14 2 

5-7     7-10     15-20 1 


TIME 

(«)  and 

(b)  (c)                      Credit 

0-10  0-20 5 

11-20  21-40 4 

21-40  41-70 3 

41-  70  71-110 2 

71-120  111-180 1 


Note  that  the  minimum  num])er  of  moves  for  prol)lems  (a), 
(b),  and  (c)  is  3,  5,  and  8,  respectively,  and  that  the  maximum 
raw  scores  are  8,  8,  and  10,  or  a  total  of  26  points. 

The  examiner  will  find  it  advantageous  to  niak(>  a  diagram  of 
the  arrangement  of  the  blocks  for  each  prol)lem,  as  in  Fig.  15  (3), 
and  paste  it  on  the  screen  between  him  and  the  subject.  He 
can  then  copy  the  pattern  on  the  board  out  of  view  of  the 
subject,  and  with  a  little  practice,  can  ilo  it  very  expeditiously — 
often  in  less  than  30  seconds. 


no  ARMY  MENTAL  TESTS 

Test  6. — Designs 

Materials. — The  five  plates  of  designs  on  pp.  143  to  152.  E. 
provides  S.  with  pencil  and  paper. 

Directions. — The  designs  are  given  in  order,  (a),  (b),  (c),  (d). 
Formula  for  (a)  and  (6):  "/  am  going  to  show  ijou  a  drawing. 
You  will  have  just  ten  seconds  to  look  at  it;  then  I  shall  take  it 
away  and  let  you  draw  it  from  memory.  Don't  begin  to  draw  till 
I  say  'go.'" 

Formula  for  (c)  and  (d):  "This  time  I  shall  show  you  two 
drawings.  You  will  have  only  ten  seconds  to  look  at  them,  then  I 
shall  take  them  away  and  you  are  to  draw  them  both  from 
memory.'* 

Before  exposing  the  designs,  E.  says:  "Ready;  look  closely." 
When  designs  are  removed,  E.  says:  "Go."  Designs  are  ex- 
posed with  greatest  length  of  page  horizontal,  and  with  front 
of  Guide  toward  E.  The  time  limit  is  3  minutes,  but  S.  is 
not  stopped  or  penalized  if  he  appears  to  have  the  correct  plan 
and  is  carrying  it  out.  If  the  raw  score  on  (a),  (b),  and  (c)  to- 
gether is  less  than  3,  (d)  need  not  be  given. 

Scoring. — Emphasis  is  put  upon  reproduction  of  the  plan  of 
the  designs  rather  than  upon  the  neatness  of  the  drawing. 
Credit  as  follows: 

(«)  1.  Two  lines  crossed,  four  flags 1 

2.  Correctlj''  facing  one  another 1 

3.  Accuracy  (lines  nearly  equal,  nearly  bisected,  nearly  at  right 

angles ;  flags  nearly  square) 1 

Total  possible  points,  3. 

(b)  1 .  Large  square  with  two  diameters 1 

2.  Four  small  squares  within  a  large  square 1 

.3.  Two  diameters  in  each  small  square 1 

4.  Sixteen  dots,  each  alone  in  a  small  square 1 

5.  Accuracy  of  proportion  (width  of  spaces  around  the  four 

small  squares  between  3<i  and  3^  the  width  of  the  16 
smallest  squares) 1 


EXAMINER'S  GUIDE 


111 


Scoring   of   De^'i^ns 


1  Point 

1 

. 

• 

^ 

jj 

!_;_ 

jj 

1 

- 

. 

• 

\j_ 

|j_ 

• 

5  Points 

HE 
HE 

BE 

HE 
HE 

mm 

3  Points 


an 


1  Point 


4  Poinlc 


BB 
BE 

BB 
EB 

. 

• 

• 

. 

• 

. 

• 

• 

BE 
BE 

BB 
BB 

. 

• 

• 

• 

• 

• 

• 

• 

3   Poi-nt^  2    Points 

(No  Bot^,  2  Points)  (No  Dots.  1  Point) 


• 

• 

• 

2.  Points 


3  Points 


1  Point  1  Point         Z  Points      3  Points 


FiCUKK    1()    (4j. 

G.  If  design  is  coniplclc  hut  with  snix'rduous  squares  or  lines, 
count  only  3  ])oints. 
Total  possihle  points,  5. 
See  Fig.  16  (4)  for  some  common  variations. 


112  ARMY  MENTAL  TESTS 

(c')       A  rectangle  with  approximately  vertical  lines 

1.  Dividing  it  approximately  equally  (into  not  over  6  parts) .  .     1 

2.  Dividing  it  into  4  parts 1 

Total  possible  j^oints,  2. 
(c^)       A  rectangle  with  approximately  vertical  lines 

1.  Dividing  it  into  parts  at  least  3  of  which  diminish  in  size  to 

the  right 1 

2.  Dividing  it  into  6  parts 1 

Total  possible  points,  2. 
(d^)  1.  Large  diamond  with  small  diamond  inside  crosswise  with 
its  vertices  approximately  coincident  with  obtuse  angles 
of  large  diamond;  or  large  diamond  with  small  diamf)nd 
inside  with  sides  approximately  parallel  to  those  of  large 
diamond  (alternative  to  1) 1 

2.  A  third  diamond  with  its  vertices  approximately  coincident 

with  the  obtuse  angles  of  the  second 1 

3.  Accuracy  (the  proper  lines  very  nearly  parallel  and  the  acute 

angles  of  diamonds  all  nearly  equal) 1 

Total  possible  points,  3. 
(6?2)  1.  A  large  square  with  sides  approximately  equal,  and  small 

square  inscribed 1 

2.  A  third  square  inscribed  in  second  square  approximately 

bisecting  sides  of  second  square 1 

Total  possible  points,  2. 

The  maximum  raw  score  for  entire  test,  17  points. 

Test  7.— The  Digit  Symbol  Test 

Materials. — See  page  3  of  record  blank.  Page  290,  this 
book. 

Directions. — The  part  of  the  first  row  marked  sample  is  used 
for  demonstration.  E.  says:  "You  see  these  numbers  and  the 
little  mark  below  each  number  (pointing  to  the  row  at  the  top  of 
the  page).  Now,  I  want  you  to  put  in  each  one  of  these  squares 
(pointing  to  the  empty  squares  hi  the  three  rows)  the  little  mark 
that  ought  to  go  there,  like  this:  Below  2  put  this  little  mark  (be- 
ginning at  2  in  the  sample),  below  1,  this;  below  3,  this;"  etc. 


EXAMINER'S  GUIDE  113 

After  doing  five  of  the  samples  E.  pauses  and  asks:  "Now, 
what  should  I  put  heref"  (indicating  the  next  empty  square). 
If  S.  answers  correctly,  E.  finishes  tlie  sampl(\s  himself;  if  S. 
fails,  E.  tells  iiim  and  repeats  the  (juestion  with  the  next  sample. 
After  finishing  the  demonstration,  E.  says:  "Now,  you  begin 
here  and  fill  as  many  squares  as  you  can  before  I  call  time." 

Time,  3  minutes. 

Scoring. — The  score  is  the  number  of  squares  filled  correctly 
in  the  time  limit.    Maximum  raw  score,  ()7  points. 

Test  8.— The  Maze 

Materials. — The  four  mazes  (a),  (b),  (c),  and  (r/)  on  page  4  of 
the  record  blank  and  maze  (o)  on  page  3  for  demonstration. 

Directions. — E.  shows  S.  demonstration  maze  and  says:  "  You 
see  these  lines.  Now,  I  am  going  to  begin  here  at  S  and  mark 
with  my  'pencil  the  shortest  way  out  wiihoui  crossing  any  lines. 
Watch  carefully."  E.  places  sheet  so  that  the  bottom  of  the 
maze  is  towai'd  S.,  and  traces  the  way  out,  calling  attention 
to  the  possibility  of  taking  the  wrong  path  at  one  or  two  of  the 
critical  points.  E.  says:  "You  see,  if  I  should  go  this  way,  it 
would  not  be  the  shortest  way  out.  I  should  have  to  turn  back." 
E.  then  pres(uits  test  maze  (a)  on  page  4  and  says:  "Now,  with 
your  pencil  begin  at  S  and  mark  the  shortest  way  out  as  quickly 
as  you  can.  Do  not  cross  any  lines  and  do  not  turn  back  unless 
you  have  to.    Ready— (io  ahead." 

If  S.  crosses  a  line,  not  through  carelessness,  E.  says:  "  You 
have  crossed  a  line  here.  You  see  it  is  not  an  open  space.  Begin 
here  (indicating  a  point  on  the  pencil  mark  just  before  it  crossed 
the  line)  and  see  if  you  can  find  a  path  out  without  crossing  any 
lines."  In  scoring,  S.  is  penalized  1  point  for  each  line  crossed 
as  above. 

Mazes  (/>),  (r),  and  id)  should  be  pi-esented  in  the  same  way 
as  (a)  except  that  no  further  demonstration  is  allowetl.  Time 
limit  for  each  maze,  2  minutes.  If  the  score  on  (a)  and  (6)  is  0, 
the  test  may  be  discontinued. 


114 


ARMY  MENTAL  TESTS 


E 


c 

_L. 

s 

1 

1 

1 

1 

J  L,  L 

-  s 

1 

~ 

Figure  17  (5). 

Scoring. — Time  is  recorded  in  seconds  from  start  signal  to 
successful  exit.  If  this  occurs  within  the  time  limit,  credit  for 
time  is  given  for  each  maze  as  follows: 

Time  Credit 

0-20 3 

21-40 2 

41-70 1 

71-120 0 

Whether  S.  finishes  in  the  time  limit  or  not,  credit  is  given 
for  the  degree  of  success  he  has  attained  as  follows:  Each  maze 


EXAMINER'S  GUIDE  115 

is  divided  into  five  succossivo  steps,  which  are  indicated  by 
dotted  lines  crossing!;  the  patii  of  the  maze  in  the  key  niaz(>, 
FiS-  17  (5).  A  cre(Ut  of  1  point  is  ^ivcn  for  eacli  step  success- 
fully acconiplishetl;  i.  e.,  for  each  imaginary  dotted  liiie  crossed, 
niakinfj;  a  total  of  5  points  for  each  maze.  The  openin^-s  of  all 
blind  alleys  are  indicated  by  heavy  black  lines  across  the  path 
of  the  maze,  A  penalty  of  1  point  is  given  for  each  imaginary 
heavy  hne  crossed.  Thus  the  .score  equals  the  number  of  dotted 
lines  a'ossed  niinus  the  number  of  heavy  lines  crossed,  and  maze 
lines  crossed  not  through  carelessness  (see  above).  Any  negative 
score,  thus  obtained  counts  as  zero.  (No  matter  how  many 
times  any  dotted  line  or  heavy  line  is  crossed,  only  one  credit 
or  penalty  is  given  therefor.) 
Maximum  raw  score,  32  points. 

Test  9. — Picture  Arrangement 

Materials. — Five  sets  of  "Foxy  Grandpa"  pictures,  Figure  18, 
one  set  for  demonstration,  and  four  for  actual  tests. 

Directions. — E.  presents  demonstrational  set  (x)  in  a  row  in 
the  order  4 — 2 — 6 — 3 — 1 — 5  and  says:  "These  pictures  tell  a 
funny  story  if  they  are  placed  in  the  right  order."  E.  then  pro- 
ceeds to  arrange  the  pictures  properly,  telling  the  stoiy  as  he 
does  so,  and  calling  subject's  attention  to  the  proper  sequence 
of  the  important  details.  He  next  removes  this  set,  and  i:)resents 
set  (a),  saying:  "Now  see  how  quickly  you  can  change  these  pic- 
tures around  so  as  to  make  them  tell  a  good  story.'^  S.  is  not  told 
if  he  is  wrong,  but  E.  goes  on  to  the  next  set.  Sets  {b)  to  {d) 
are  presented  in  the  same  way.  The  sets  are  shown  in  a  row 
in  the  order  4—2—6—3—1—5  and  5—1—3—^—2 — 1  alter- 
nately.   The  time  limit  for  each  vSet  is  three  minutes. 

Scoring. — E.  records  the  time  and  the  arrangement  for  each 
set;  and  give?  a  credit  of  1  point  for  each  pair  of  pictures  in 
correct  juxtaposition,  i.  c.,  a  maximum  of  5  points  for  accuracy 
for  each  set.    When,  however,  the  error  in  arrangement  con- 


116 


ARMY  MENTAL  TESTS 


sists  only  iii  the  reversal  of  one,  two,  or  three  juxtaposed  pairs, 
a  penalty  of  1  point  is  given  for  each  such  reversal.  Thus  a 
credit  of  4  points  is  obtained  for  arrangement  1 — 2 — 4 — 3 — 5 — 6, 


■W  P        I* 


Vt: 


„,.m.3i 


^1^^ 


\j^^.  -Jiff*^ 


3a 


^r^      '^ 


^ 


iil    ^  ■• 


^Tlffl 


.'s^N- 


^ 

'^^W 

Figure  18. — Materials  for  test  9,  picture  arrangement.     This  figure 
was  not  included  in  the  Examiner's  Guide. 

which  would  receive  only  2  points  credit  for  correctly  juxta- 
posed pairs. 

No  credit  is  given  for  time  unless  the  arrangement  is  correct. 
Then  credit  as  follows: 

Time  Credit 

1-30 3 

31-60 2 

61-120 1 

121-180 0 


Maximum  raw  score,  32  points. 


117 


118  ARMY  MENTAL  TESTS 

Test  10. — Picture  Completion 

Materials. — Two  boards  upon  which  arc  depicted  successive 
scenes  from  the  day's  activity  of  a  boy;  and  00  small  blocks 
from  which  are  selected  the  pieces  to  complete  the  pictures, 
Figure  19. 

Directions. — The  l)oards  are  placed  before  S.,  part  2  at  his 
right.    The  GO  small  pieces  are  placed  above  the  boards  in  the 


Figure  20. — ^Test  10,  picture  completion.  Representing  the  pic- 
tures from  which  selection  is  made.  This  figure  was  not  in- 
cluded in  the  Examiner's  Guide. 

box  arranged  in  a  predetermined  order  as  indicated  in  the  box. 
In  this  arrangement  ambiguous  pieces  are  located  in  the  same 
area.  E.  says:  "Here  is  a  jncture — it  begins  here  (pointing  to 
demonstration  picture)  where  the  hoy  is  getting  dressed.  It 
shows  the  same  boy — remember,  the  very  same  boy — doijig  one 
thing  after  another  during  the  same  day.  (E.  points  along  first 
row  and  then  along  second  to  indicate  the  sequence  in  which 
the  pictures  come.)     You  sec  in  each  picture  a  piece  is  missing. 


Scoring  of  completion  test 


[The  value  of  minus  5  is  to  be  given  to  all  placings  where  in  the  table 
below  no  numbers  are  inserted.  These  represent  the  marked 
absurditi(>s.] 

vaiat:  of  pirces  in  pictures 


/'„•,■,.. 

/ 

n 

/// 

IV 

V 

VI 

VII 

VIII 

IX 

,Y 

1    ... 

. . .2. . 

12  5 

0 

2    .  .  . 

.  .    0. 

.  .   0.  . 

. .  .1. . 

o 

. . .0. . 

. . .0. . 

. . .0. . 

.  .   0.  . 

;j 

1. . 

IS 

4 

, . .0. . 

.  I> 

. . .0. . 

.   0 

0 

(i     .     . 

0 

.  .    0.  . 

7    .  .  . 

0. 

0 

.  1 . 

...().. 

.  .  .0,  . 

.  .   0.  . 

0 

0 

S 

9 

6  5 

0 

0 

0 

lo:::- 

.  .0 

1 1 

1 

12 

.  .0.  , 

.  () . . 

.   1   . 

1.5 

0 

:{ 

1 

11 

. .   1 . . 

0 

l.'> 

1 

1 

0 

0 

0 

l(i 

.  (). 

.    0.  . 

.    0.  . 

17 

. .  .1. . 

.  .  .(>.  . 

IS 

.  .0. 

9 

0 

19 

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0.  . 

.  .  .0.  . 

20    .... 

21    ... 

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1. . 

0   . 

22    ... 

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2.{ 

17 

24 

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as 

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0 

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40 

1 

41 

. . .0. . 

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42 

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0   . 

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(10 

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.  .  .0.  . 

. . .0. . 

.  .0.  . 

119 


120  ARMY  MENTAL  TESTS 

Here  are  a  lot  of  stnall  pieces.  They  go  into  the  empty  places. 
You  are  to  pick  out  the  piece  that  you  think  is  needed,  that  is  best 
to  make  the  picture  right.  For  example,  what  is  gone  here?" 
(pointing  to  demonstration  picture).  If  S.  answers  correctly, 
E.  says  "  ThaVs  fine.  Now  see  if  you  can  find  the  best  piece  for 
each  of  the  other  places."  If  S.  does  not  answer  correctly,  E.  finds 
the  piece  for  him,  explains  why  it  is  right,  and  then  says:  "Now 
see,  etc. — "  as  above.  E.  gives  no  help  after  the  first  explanation, 
but  S.  is  allowed  to  change  pieces  if  he  wishes.  When  S.  in- 
dicates that  he  has  finished  as  well  as  he  can,  time  is  recorded. 
The  time  limit  is  10  minutes. 

Scoring. — No  credit  is  given  for  time,  but  the  very  slow  are 
indirectly  penalized  Ijy  not  finishing  in  the  time  limit.  The 
scoring  of  the  performance  is  indicated  in  the  accompanying 
table.  When  a  square  is  left  unfilled,  the  score  for  that  item 
h  0.    Negative  score  on  the  entire  test  counts  as  zero. 

Maximum  raw  score,  100. 

(b)    PROCEDURE    FOR   NON-ENGLISH-SPEAKING    SUBJECTS 

E.  should  take  care  that  his  directions  do  not  appear  too 
artificial.  For  this  reason  he  should  not  always  remain  ab- 
solutely silent.  He  should  try  to  use  whatever  words  are  in- 
telligible to  his  subject.  "No,"  "Yes,"  "Hurry,"  etc.,  can  be 
used  in  most  cases;  and  even  when  S.  does  not  understand,  it 
is  often  better  for  E.  to  speak  as  well  as  gesture.  The  aim  here 
is  only  to  make  the  instructions  intelligible  apart  from  the 
language  used. 

Test  1.— The  Ship  Test 

E.  shows  S.  the  frame  with  the  pieces  properly  fitted  therein. 
After  S.  looks  at  picture  for  10  seconds,  E.  withdraws  picture, 
removes  pieces  and  presents  the  empty  frame  and  the  pieces 
arranged  as  in  Fig.  13  (1).  E.  points  in  order  to  S.,  to  the 
pieces,  to  the  frame,  and  nods  affirmatively.  If  S.  does  not 
understand,  E.  repeats. 


EXAMINER'S  GUIDE  121 

Test  2. — Manikin  and  Feature  Profile 

E.  places  pieces  before  S.  as  previously  described.  Then 
points  to  S.,  to  pieces,  nods  affirmatively,  and  sweeps  hands 
together  over  pieces  to  indicate  that  they  arc  to  be  assembled. 
This  may  be  repeated.  If  8.  does  not  understand,  or  if  pieces 
are  not  properly  assembled  in  the  time  limit,  E.  demonstrates 
part  (a)  and  goes  on  to  (b). 

Test  3. — Cube  Imitation 

E.  places  the  cube  board  before  S.  as  previously  described; 
then  taps  the  first  imitation  problem  slowly,  puts  down  the 
tapping  cube,  points  to  S.,  and  nods  affirmatively.  If  S.  fails 
to  understand,  E.  repeats;  if  he  begins  at  the  wrong  end,  E. 
shakes  head  negatively,  points  to  the  first  cube,  and  repeats 
the  probknu.  E.  should  make  sure  he  has  subject's  attention 
before  tapping  any  problem. 

Test  4. — ^Cube  Construction 

(a)  E,  presents  model  1  and  the  corresponding  blocks,  points 
to  bottom,  top,  and  sides  of  model;  then  places  it  upon  the  table 
and  assembles  the  blocks  rather  slowly,  turning  each  block  over 
in  the  fingers  and  pointing  to  painted  and  unpainted  sides. 
E.  now  presents  the  same  model  and  the  blocks  in  irregulai- 
order,  then  points  in  order  to  S.,  to  the  model,  to  the  blocks, 
and  nods  affirmatively.    E.  repeats,  if  S.  does  not  understand. 

(6)  E.  presents  model  2  with  the  nine  blocks  for  its  construc- 
tion; shows  S.  bottom,  top,  and  sides  of  model;  then  places  it 
upon  the  table,  points  to  S.,  to  the  model,  to  the  blocks,  and 
nods  affirmatively.  E.  repeats  gestures,  if  S.  does  not  under- 
stand. 

(c)  E.  presents  model  .3,  turns  it  over  slowly,  showing  each 
side,  presents  blocks,  picks  up  a  block,  points  to  painted  side, 
shakes  head,  points  to  unpainted  sido,  nods,  puts  down  ])loc'k, 
points  to  S.,  to  model,  and  to  blocks,  nods  affirmatively. 


122  ARMY  MENTAL  TESTS 

Test  5.— Form  Board 

E.  places  board  before  S.  as  previously  described,  points  to 
square  and  to  empty  spaces,  and  proceeds  slowly  to  change 
blocks  and  put  in  square.  E.  next  removes  board,  rearranges 
it  for  problem  (a),  and  again  presents  it  to  S.  He  then  points 
to  S.,  to  square,  and  to  board,  nodding  afhrmatively.  If  S. 
does  not  understand,  E.  repeats  gestures;  and  if  problem  is  not 
solved  in  the  time  limit  he  again  demonstrates  the  correct 
solution  and  passes  on  to  (6).  Problems  (b)  and  (c)  are  pre- 
sented in  the  same  way  except  that  they  are  not  demonstrated 
in  case  of  S.'s  failure. 

Test  6. — Designs 

E.  shows  S.  demonstrational  design  (x)  for  10  seconds.  Then 
he  takes  it  away  and  draws  it  for  S.  He  now  shows  test  design 
(a)  for  10  seconds;  then  takes  it  away,  gives  S.  pencil  and  paper, 
points  to  S.,  to  paper,  nods  affirmatively.  If  S.  does  not  re- 
spond, E.  draws  it  for  him,  then  passes  on  to  (b).  Designs  (b), 
(c),  and  (d)  are  presented  in  the  same  way  except  that  E.  does 
not  demonstrate  further. 

Test  7.— Digit  Symbol 

E.  shows  S.  the  record  sheet,  points  to  blank  below  2  in  the 
sample,  then  to  symbol  for  2  at  top  of  page,  writes  in  symbol, 
proceeds  in  the  same  way  with  the  other  parts  of  the  sample, 
then  gives  S.  pencil,  points  to  space  below  3  in  the  test,  and 
nods  affirmatively. 

Test  8.— The  Maze 

E.  shows  S.  demonstration  maze  (a),  and  with  his  pencil  pro- 
ceeds to  trace  the  shortest  way  out.  At  critical  points  he  hesi- 
tates, moves  pencil  in  wrong  direction  without  marking,  shakes 
his  head,  and  continues  to  work  in  the  right  direction.  He 
next  presents  test  maze  A,  gives  S.  pencil,  points  to  starting 


EXAMINER'S  GUIDE  123 

point  and  to  exit  of  maze,  and  nods  affirmatively.  If  S.  fails 
to  understand,  E.  demonstrates  again  witli  maze;  A  and  passes 
on  to  (b).  Mazes  (b),  (c),  and  (r/)  are  presented  in  the  same 
way,  but  no  more  demonstration  is  given. 

Test  9. ^Picture  Arrangement 

E.  presents  demonst rational  set  and  allows  S.  to  see  it  for 
about  15  seconds.  Then,  making  sure  that  S.  is  attending,  he 
slowly  rearranges  the  pictures  and  points  to  each  one  in  succes- 
sion, attracting  subject's  attention  especiallj'  to  the  sequence 
of  important  details.  Next  E.  removes  these  pictures  and  pre- 
sents set  (a),  points  to  S.,  and  moves  his  hand  about  the  pictures 
to  indicate  that  the}'  are  to  be  arranged.  If  S.  does  not  under- 
stantl,  E.  shows  him  the  proper  arrangement  and  then  goes  on 
to  set  (6).  Sets  (b),  (c),  and  (d)  are  presented  in  the  same  way 
as  (a),  except  that  no  further  demonstration  is  given  if  S.  fails. 

Test  10. — Picture  Completion 

E.  places  material  before  S.  as  previously  described.  He 
then  slowly  points  to  the  same  boy  in  each  of  the  pictures  in 
succession  to  indicate  the  proper  sequence  of  events.  He  next 
returns  to  the  demonstrational  picture,  points  to  dressed  and 
undressed  foot  and  to  empty  space.  Next  he  looks  leisurely 
over  the  small  blocks,  tries  the  slipper  or  the  low  shoe  in  the 
space,  points  to  dressed  foot,  and  shakes  his  head  negatively. 
Then  he  puts  in  the  correct  piece  showing  satisfaction  with 
result.  Finally,  he  points  in  order  to  picture  1,  to  S.,  to  small 
blocks,  and  to  the  empty  space  in  the  picture,  and  nods  affirma- 
tively.   If  S.  docs  not  understand,  E.  repeats. 

(c)    DIRECTIONS    FOR   USING    RECORD    BLANK 

In  general,  the  subject  is  given  credit  for  both  speed  and 
accuracy  or  degree  of  success;  and  the  record  blank  is  designed 


124  ARMY  MENTAL  TESTS 

to  convert  timo  and  accuracy  measurements  into  points  of 
credit  without  delay  or  inconvenience. 

As  soon  as  S.  has  completed  tests  1,  2,  4,  5,  8,  or  9,  or  any 
part  of  any  one  of  them,  E.  checks  the  space  containing  the 
figures  which  include  the  subject's  time.  In  tests  1,  2,  and  9, 
he  next  scores  the  performance  for  accuracy;  and,  if  the  condi- 
tions for  crediting  time  are  fulfilled,  he  adds  the  credit  below 
the  time  checked  to  the  credit  for  accuracy  and  records  the 
sum  in  the  column  marked  "score."  In  tests  4  and  5,  E.  also 
checks  the  space  which  includes  the  number  of  moves;  and,  if 
the  conditions  for  crediting  are  fulfilled,  he  adds  the  credit 
below  time  checked  to  the  credit  below  moves  checked  and 
records  the  sum  in  the  column  marked  "score,"  as  above.  In 
test  8  time  is  checked  and  the  credit  for  time  added  to  the 
credit  for  success,  etc.,  as  before.  The  abbreviations  T.  L.  in 
these  tests  means  "time  limit";  and  this  space  is  checked  only 
when  S.  is  actually  stopped  before  the  test  or  part  of  the  test 
is  completed. 

In  test  3,  E.  records  the  response  only  when  it  is  incorrect; 
but  always  writes  +  or  —  in  the  proper  column.  In  test  10, 
the  number  on  the  back  of  the  block  selected  for  a  given  picture 
is  written  below  the  number  of  the  picture,  and  the  credit  for 
that  part  is  written  in  the  next  space  below.  If  no  block  is 
selected  for  any  given  picture,  E,  leaves  that  space  blank.  Tests 
6  and  7  require  no  explanation. 

The  score  for  each  part  of  tests  2,  4,  5,  8,  and  9  are  written 
in  the  column  marked  "score";  and  then  these  part  scores  are 
totalled  below  the  heavy  line,  except  in  test  2,  where  the  total 
for  the  two  parts  is  merely  written  at  the  foot  of  the  space  for 
score.  In  all  other  tests  only  the  total  score  for  the  test  is 
written  in  the  "score"  column. 

(d)    DIRECTIONS    FOR    WEIGHTING    PERFORMANCE    SCALE    SCORES 

The  raw  score  for  each  of  the  10  tests  is  converted  into  a 
weighted  or  equalized  score,  which  is  entered  on  the  perform- 


EXAMINER'S  GUIDE 


125 


ance-scale  record  blank  and  on  the  psychological  record  card 
in  the  column  headed:  "Wtd.  score."  This  weighted  score  is 
obtained  by  means  of  the  accompanying  table.  In  the  table 
all  the  possible  raw  scores  for  each  test  are  listed  in  colunms 
bearing  the  number  of  the  test.  The  weighted  scores  corre- 
sponding are  listed  in  the  columus  under  the  letter  "W"  at 
either  side  of  the  page.  For  example,  to  convert  a  raw  score, 
in  test  1,  into  a  weighted  score,  look  at  the  column  under 
figure  1,  find  the  raw  score,  and  take  the  score  in  either  column 
W.  which  is  on  the  same  line.  Thus,  the  weighted  score  corre- 
sponding to  the  raw  score  19,  in  test  1,  is  13.  The  weighted 
score  corresponding  to  the  raw  score  35,  in  test  7,  is  15,  etc. 

TABLE  FOR  WEIGHTING  PERFORMANCE  SCALE  SCORES 


w. 

1 

2 

3 

4 

5 

G 

7 

8 

0 

10 

W. 

0 

1 

2 
3 

0-3 

4-G 

7-9 

10-11 

12 

13 

14 
15 
10 
17 

IS 

"ig 
'26 

"21' 

0-1 

2 
3 
4 

.") 

0 
...... 

0-1 

2 
3 
4 

.") 

0 

8 
9 

0-2 

3-5 

G-7 
8 
9 

10 

11 

0 

1 
2 
.  ..^. 

4 

0 

1-4 
5-7 
8-10 
11-13 
14-15 

10-17 
18-19 
20-21 
22-23 
24-25 

20-27 
28-29 
30-31 
32-33 
34-35 

30-37 
38-39 
40-41 
42-43 
44-45 

40-47 
48-49 
50-51 
52-53 
54-55 

50-57 
58-59 
00-01 
02-03 
04-G5 

06-07 

0-3 

4-7 
8-10 
11-13 
14-15 
10 

17 
18 
19 

0-1 

2 
3 

0 

0 

1 
2 
3 

4 
5 

4 

5 
6 

1-2 
3-5 

0-8 
9-11 
12-14 
15-17 
18-20 

21-23 
24-20 
27-30 
31-33 
34-37 

38-10 
41-44 
45-47 
48-50 
51-53 

54-50 
57-59 
00-02 
03-05 
00-08 

09-71 
72-74 
75-77 
78-80 
81-80 

87-92 
93-l(K) 

4 

5 

0 

7 

7 

s 

7 

'8 
q 

12 

•> 

8 

10 
11 

9 

3 

10 
11 

13 
14 

0 

20 

21' 

22 ' 

23 

"24' 



25 
■■'26' 

27 

■ ••2g' ■ 
29 
30 

31 
32 

7 

8 
9 

10 

11 
12-13 

14-15 

10-17 

18 

19 

20 

21 
22 
23 
24 
25 

20 
27 
28 
29 
30 

31 

32 

10 
11 

T? 

10 

V?. 

^'^ 

12 
13 

14 

If) 

15 

7 

13 

14 

11 
12 

■  ■  '4'  ■ 

14 

lo 
10 

10 

8 

15 
10 

17 

17 

9 

17 

IN 

18 

19 

"22 

13 

•'"' 

10 
17 

IS 

10 

19 

?0 

?i 

14 

19 
20 

22 

23 
24 

25 

20 

11 

i2' 

i:'}  " 

it 

1.5 

10 

17 

?1 

?? 

18 
19 
20 
21 

22 

23 

24-25 

20-27 

28-30 

■'? 

23 
24 

23 

If) 
10 

0 

23 
2t 

25 

20 
27 
?8 

"2\' 

17 
18 

7 

26 
27 

?8 

29 
30 

31 

"25' 

19 
20 

8 

9 
10 

29 
30 

31 

32 

32 

126  ARMY  MENTAL  TESTS 

(e)    AN   ABBREVIATED    PERFORMANCE    SCALE 

If  time  does  not  permit  the  giving  of  the  complete  perform- 
ance scale,  a  short  scale  selected  from  tests  1,  2,  3,  4,  6,  7,  and 
8  may  be  used.  These  tests  must  be  given  in  the  following 
order:  7,  6,  2,  4,  8,  1,  3  (or  3,  1).  After  each  test  is  given  E. 
should  compute  the  weighted  score  obtained  by  S.  up  to  that 
point;  and  he  may  discontinue  the  examination  after  the  first 
test,  if  the  score  is  14  or  more;  after  the  second,  if  it  is  22;  after 
the  third,  if  it  is  27;  and  after  the  fourth,  if  it  is  32.  The  fifth 
test  should  be  given  if  the  score  on  four  tests  is  less  than  32; 
but  only  very  rarely  need  more  than  five  tests  be  used. 

If  S.  is  absolutely  illiterate  (whether  American  or  foreign 
born),  E.  should  begin  with  test  G  instead  of  7,  and  follow  the 
same  procedure. 

If  the  examination  is  discontinued  after  the  first  test,  S. 
should  be  rated  D  (C  — ,  if  the  score  is  21  or  more)  and  as  a 
rule  recommended  for  regular  service.  If  two  or  more  tests 
are  given,  a  final  score  should  be  obtained  by  finding  the  average 
for  the  tests  actually  given  and  multiplying  by  10.  The  letter 
rating  for  this  score  can  then  be  read  from  the  table  of  norms 
for  the  short  scale.  If  eight  or  more  tests  are  given,  the  norms 
for  the  long  scale  should  be  used 


EXAMINER'S  GUIDE  127 

(f)    EXPRESSING   AXD    INTERPRETING    RESULTS 

The  results  of  the  performance  scale  examination  should  be 
expressed  in  the  following  ways:  (1)  Total  weighted  score;  (2) 
letter  rating;  ('.i)  mental  age.  The  letter  ratings  corresponding 
to  various  scores  and  mental  ages  are  as  follows: 


Complete  scale 

Short  .scale 

Mental  f 

3 

2 

4.5 

4 

5 

5 

6 

8 

5.5 

9 

12 

6 

17 

17 

6.5 

30 

24 

7 

41 

33 

7.5 

52 

42 

8 

62 

53 

8.5 

72 

67 

9 

91 

86 

9.5 

114 

108 

10 

135 

127 

10.5 

153 

144 

11 

166 

158 

11.5 

175 

169 

12 

183 

179 

12.5 

189 

188 

13 

195 

197 

13.5 

201 

205 

14 

208 

214 

14.5 

216 

223 

15 

223 

232 

15.5 

230 

241 

16 

237 

250 

16.5 

244 

259 

17 

251 

267 

17.5 

258 

275 

18 

268 

283 

18.5 

290 

291 

10 

128  ARMY  MENTAL  TESTS 

Letter  ratings  should  be  assigned  as  follows: 

Complete  scale  Short  scale 

A 260-311  275-308 

B 240-259  250-274 

C+ 215-239  220-249 

C 190-214  190-219 

C- 150-189  145-189 

D 90-149  85-144 

D- 0-89  0-84 

Grade  E  should  be  given  to  all  men  who  are  recommended 
by  the  examiner  for  discharge,  Development  Battalion,  or  serv- 
ice organization,  and  to  such  men  only.  All  men  whose  intelli- 
gence is  deemed  satisfactory  for  regular  military  duty  shall  be 
given  rating  of  D —  or  higher. 

Subjects  obtaining  a  score  of  100  points  or  more  (short  scale) 
may  ordinarily  be  recommended  for  regular  military  training; 
subjects  obtaining  40  to  99  points  should  be  considered  for 
assignment  to  service  organization  or  Development  Battalion; 
those  below  40  points  should  ordinarily  be  considered  for 
discharge. 

5.  MECHANICAL-SKILL  TEST 

The  mechanical  test  is  intended  for  use  (1)  in  aiding  decision 
in  doubtful  cases  under  individual  consideration,  and  (2)  as  a 
special  test  of  mechanical  skill. 

Materials. — One  set  mechanical  test  (Stenquist),  single 
series  1.* 

Instructions. — Place  the  open  box  before  S.  with  the  cover 
toward  him.  Say,  "Here  are  some  things  that  have  been  taken 
apart.  You  are  to  put  them  together.  Begin  here  Ipointing  to  A]; 
take  the  parts  and  put  them  together  so  that  the  thing  will  work. 

*  Consists  of  ten  small  mechanical  objects  taken  apart.  Each  set  of 
pieces  is  placed  in  a  separate  compartment.  The  objects  are  in  order  of 
use:  wrench,  chain,  paper  clip,  bicycle  bell,  coin  holder,  clothespin,  "shut- 
off,"  push  button,  lock,  and  mousetrap. 


EXAMINER'S  GUIDE  129 

Then  go  on  to  this  one  [pointing  to  B];  then  to  the  next,  and  so  on. 
If  you  come  to  one  that  see7ns  very  hard,  go  on  to  the  next  one,  and 
if  there  is  time  later  try  it  again.  The  more  things  you  get  done 
the  larger  your  score.    Ready — Go." 

Time  for  tho  entire  test,  30  minutes. 

Scoring. — Giv(^  10  points  for  the  complete  and  correct  as- 
sembling of  each  object.    Total  possible  score,  100. 

If  the  assombliiifi;  of  any  object  is  only  partially  correct,  give 
partial  credit,  accoiding  to  ilut  schedule.  A  list  of  the  possible 
steps  in  the  assembling  is  given  for  each  object.  Note  in  each 
case  of  partial  solution  which  steps  have  been  completed,  and 
give  credit  for  <>ach  step  as  indicated.  The  items  included  in  a 
brace  are  alternative  reactions,  therefore  give  credit  of  only 
one  number  of  points  from  any  brace. 

It  will  be  noted  in  D,  for  example,  that,  failing  only  to  screw 
cover  on,  S.  gets  but  6  points,  while  screwing  the  cover  on 
counts  but  1  point.  The  additional  3  points  of  penalty  are  for 
lack  of  "workability."  If  any  step  is  omittecf  in  the  solution 
of  any  object  except  E,  then  item  of  "workability"  is  consid- 
ered as  lacking.  In  E,  however,  credit  of  2  points  is  given  for 
workability  if  the  solution  is  correct  except  only  2  sides  snapped 
or  caps  out  of  order,  or  both. 

In  case  of  the  lock,  the  spring  is  properly  inserted  when  the 
bend  is  hooked  over  the  projection  in  the  frame  to  prevent 
slipping.  By  "Spring  inserted  workably"  is  meant  one  of  the 
three  other  workable  positions  in  which  it  is  possible  to  place 
the  spring,  but  which  make  no  use  of  the  bend. 

In  the  case  of  the  mousetrap,  by  "in  slot"  is  meant  that  the 
long  arm  of  the  spring  is  inserted  in  the  slot  of  the  U-shaped 
band.  By  "Right  way,"  reference  is  made  to  the  direction  in 
which  the  U-shaped  band  snaps.  A  "weak  snap"  is  occasioned 
by  having  the  spring  or  springs  inverted.  If  one  spring  is  more 
nearly  correctly  inserted  than  the  other,  count  best  one;  that 
is,  give  credit  for  the  best  spring,  and  for  that  only,  except  in 
the  last  case. 


130 


ARMY  MENTAL  TESTS 


Schedule  of  scores 


Head  inserted  correctly. .  .  2 
Nut  screwed  on — 

Properly  ])ctween  cross 

bars  of  handle 4 

Otherwise 1 

Score  (wrench) .  .  .  .  (  ) 


B: 


Complete  chain  of  single 

joined  links 3 

One  correct  joint  between 

links 2 

Two  correct  joints 4 

Three  correct  joints 6 

Four  correct  joints 8 

Score  (chain) (  ) 


Thumb   lever  inserted   in 
armholes — 
Below  spring,  arm  of 

lever  out 3 

Above    spring    wrong 

side  forward 8 

Score  (tube  shut  off)  (     ) 


D: 


Thumb  lever  on  pin  either 

way 1 

Gear  on  pin  right  side  up  in 

mesh  with  lever 1 

Knockers  right  side  up  in 

mesh  with  gear 2 

Cover  screwed  on 1 

Spring  hooked 2 

Score  (bell) (  ) 


Center  stud  in  place 2 

Springs  in  place 1 

Caps  in  place — 

Out  of  order 1 

In  order 3 

Cover  snapped — 

Two  sides 1 

Three  sides 2 

Workability 2 

Score  (coin  box) .  .  .  (     ) 

F: 

Spring  correctly  placed  on 

one  stick 2 

Imperfect   usable   clothes- 
pin— 

Unsymmetrical 4 

Symmetrical 6 

Score  (clothespin)..  (    ) 

G: 

Small  lever  in  place 2 

Lock  bolt  in  place 1 

Spring  inserted — 

Workably 4 

Properly 5 

Top  fitted  on  properly  and 

screw  inserted 1 

Score  (lock) (    ) 

H: 

Both  levers  backward ....       1 
One  forward  clear  in,  other 

backward 3 

Other  part  way  in,  for- 
ward        4 


EXAMINER'S  GUIDE 


131 


Both  part  way  in,  forward  5 
Botli  dear  in,  forward,  one 

facing  wrong S 

Botli  facing  wrong ...  0 

Score  (paper  clij)) .  .  (  ) 


Button  properly  inserted  in 

upper  ring 2 

Circuit-closing  disk  projv 
erly    fitted    in    bottom 

ring 2 

Rings  snapped  togetlier. .  .       3 
Score  (electric  but- 
ton)  (    ) 

U-shaped  band  held  in 
proper  place  by  pin  or 
wire 1 


Trip  lever  on  pin — 

Improperly 1 

Properlj'^ 2 

Wire  lever  hooked — 

Improperly 1 

Properly 2 

Springs  on  i)in  (count  best 
one) — 

Weak    snap,    not    in 

slot,  either  way. ...       1 
Weak   snap,    in    slot, 

either  way 2 

Strong  snap,   in  slot, 

wrong  way 3 

Strong  snap,,  in  slot, 
right  way, 

One  spring 4 

Both  springs ....       5 
Score    (mouse- 
trap)   (    ) 


132  ARMY  MENTAL  TESTS 

ABBREVIATED    MECHANICAL   TEST 

The  abbreviated  mechanical  test  includes  only  items  A,  B, 
D,  E,  and  G  of  the  complete  test.  Time,  15  minutes.  Score 
each  item  according  to  directions  given  above  and  double  their 
sum  to  secure  the  total  score. 

Table  of  norms 

(Derived  from  909  cases;  303d  Engineers,  Camp  Dix.) 

Precentile 
rank, 
Score  per  cent 

0 0 

10 1.5 

20 6 

30 12 

40 22 

.     50 37 

60 53 

70 , 69 

80 ' 83 

90 94 

98 100 

Letter  rating  Score 

A 96-100 

B 80-95 

C 40-79 

D 20-39 

E 0-19 


EXAMINER'S  GUIDE 

APPENDIX  A 

Tabic  of  equivalent  scores 


133 


Alpha 

Beta 

Point  scale 

Complete 
performance 

Short 
performance 

Stanford- 
Bind 

4.0 

3 

2 

4.5 

4 

5 

5.0 

6 

8 

5.5 

9 

12 

6.0 

31.5 

17 

17 

6.5 

36 

30 

24 

7.0 

2 

42 

41 

33 

7.5 

6 

46 

52 

42 

8.0 

2 

11 

51 

62 

53 

8.5 

4 

17 

55.5 

72 

67 

9.0 

7 

24 

60 

91 

86 

9.5 

11 

30 

64 

114 

108 

10.0 

16 

37 

68 

135 

127 

10.5 

21 

42 

71 

153 

144 

11.0 

27 

47 

74 

166 

158 

11.5 

33 

53 

77 

175 

169 

12.0 

40 

58 

79 

183 

179 

12.5 

47 

63 

81 

189 

188 

13.0 

56 

67 

83 

195 

197 

13.5 

63 

71 

85 

201 

205 

14.0 

71 

75 

87 

208 

214 

14.5 

78 

78 

88 

216 

223 

15.0 

85 

81 

90 

223 

232 

15.5 

93 

84 

92 

230 

241 

16.0 

102 

88 

95 

237 

250 

16.5 

114 

91 

98 

244 

259 

17.0 

125 

95 

100 

251 

267 

17.5 

137 

99 

258 

275 

18.0 

147 

104 

268 

283 

18.5 

161 

108 

290 

291 

10.0 

134 


ARMY  MENTAL  TESTS 

Basis  for  the  assignment  of  letter  grades 


Alpha 

Beta 

Point 
scale 

A 

135-212 

100-118 

Not  given 

B 

105-134 

90-99 

95-100 

C+.... 

75-104 

80-89 

90-94 

c 

45-74 

65-79 

80-89 

c 

25-44 

45-64 

70-79 

D 

15-24 

20-44 

60-69 

D-.... 

0-14 

0-19 

0-59 

Whole 

Short 

per- 

per- 

formance 

formance 

260-311 

275-308 

240-259 

250-274 

215-239 

220-249 

190-214 

190-219 

150-189 

145-189 

90-149 

85-144 

0-89 

.  0-84 

Stanford- 
Binet 


18  -19.5 
16.5-17.9 
15  -16.4 
13  -14.9 
11  -12.9 
9.5-10.9 
0    -  9.4 


EXAMINER'S  GUIDE  135 

APPENDIX  B.  -EXAMINER'S  OUTFIT  * 

I.  A  supplomenlary  outfit  is  furnislicd  at  tlio  coiiimonccmont 
of  camp  exaniiniup;  to  provide  for  the  iinmodiato  needs  of  the 
staff.    This  outfit  inckides: 

(1)  G  gross  lead  pencils, 

(2)  3  pencil  sharpeners. 

(3)  2  typewriters. 

(4)  2  typewriter  tables. 

(5)  1  chest  of  tools. 

Additions  to  and  replenishment  of  these  materials  must  be 
secured  regularly  from  the  medical  supply  officer  by  requisition 
through  the  division  or  camp  surgeon. 

II.  Psychological  equipment,  as  such,  consists  of  three  groups: 


(A)  Group  examining  outfit. 
(R)  Individual  examining  outfit. 
(C)  Printed  materials. 


The  regular  procedure  for  increasing  or  replacing  these  sup- 
plies is  a  request  through  military  channels  addressed  to  the 
Surgeon  C(^neral  of  the  Army,  attention  Division  of  Psychology. 

The  various  items  under  psychological  equipment  are  listed 
below. 

(A)  Group  examining: 

1.  Beta  outfit — 

(a)  Blackboard  frame. 

(6)  Beta  chart. 

(c)  6  cardboard  pieces,  test  7. 

2.  Alpha  stencils  for  each  form. 

3.  Beta  stencils. 

*  Appendices  B  and  C  are  retained  as  they  appear  in  the  guide.  They 
will  give  the  reader  some  understanding  of  the  minimal  e(iuii)ment  neces- 
sary to  handle  the  work  of  examining  large;  numbers  of  men  day  after  day. 
The  building  space  indicated  is  actually  less  than  was  used  in  the  majority 
of  the  camps. 


13G  ARMY  MENTAL  TESTS 

(B)  Individual  examining: 

1.  Point-scale  materials. 

2.  Stanford-Binet  materials. 

3.  Performance-scale  materials — 

(a)  Ship  test. 

(b)  Manikin. 

(c)  Feature  profile. 

(d)  Cube  construction. 

(e)  Cube  imitation. 
(/)  Form  board. 

(g)  Picture  arrangement. 
(h)  Picture  completion. 

4.  Mechanical  skill  test. 

(C)  Printed  materials: 

1.  Group  examination  alpha,  five  forms. 

2.  Group  examination  beta. 

3.  Point  scale  examination. 

4.  Stanford-Binet  examination. 

5.  Performance  scale  examination. 

6.  Psychological  record. 

7.  Report  of  psychological  examination. 

8.  Examiner's  guide. 


EXAMINER'S  GUIDE  137 

APPENDIX  C— BUILDING  AND  EQUIPMENT 

Follow! I ifz;  authorization  by  the  Socretaiy  of  War  for  con- 
struction in  each  camp  of  .si)ocial  psychology  building,  it  was 
decided  to  secure,  wherever  possible,  the  assignment  of  small 
l>arracks  building,  and  to  n^modol  the  same  for  psychological 
use.  Suitable  building  for  psychological  examining  lias  been 
designated  in  many  of  the  divisional  training  camps.  In  others, 
temporary  arrangements  have  been  effected.  For  the  use  of 
the  school  of  military  psychology,  Medical  Officers'  Training 
Camp,  Fort  Oglethorpe,  Ga.,  a  special  psychology  building  has 
been  constructed. 

In  general,  it  is  desirable  that  building  for  psychological 
examining  be  located  conveniently  near  receiving  and  exam- 
ining station  of  camp,  and  if  possible  also  near  the  personnel 
office  and  the  office  of  the  camp  surgeon  and  psychiatrist. 
Where  there  is  a  depot  brigade  the  building  should  be  either 
in  or  near  the  same.  Since  the  psychologist  will  have  important 
functions  in  connection  with  the  development  battalion,  it  also 
should  be  considered  in  selecting  location  for  psychological 
work. 

For  the  information  of  examiners  and  their  guidance  in  select- 
ing and  planning  for  the  remod(>lijig  of  such  building  as  they 
may  secure  for  their  work,  the  plans  of  special  psychology 
building  are  reproduced  herewith. 

In  planning  modifications  for  any  assigned  buildmg,  it  is  well 
to  keep  in  mind  the  fact  that  other  uses  than  psychological 
examining  will  be  found  for  the  psychological  building.  In 
the  oiiginal  plan  it  was  intended  that  the  Division  of  Psychiatry 
should  also  have  an  office  in  the  building  and,  where  necessary, 
sufficient  examining  space  for  individual  examinations  and  con- 
sultation. In  certain  of  the  camps  plans  are  already  on  foot 
to  use  this  building  for  medical  conferences,  for  conferences 
between  psychiatrists,  psychologists,  and  line  officers,  for  ad- 
dresses to  the  line  officers  on  morale,  and  for  discussions  and 


138  ARMY  MENTAL  TESTS 

conferences  on  methods  of  instruction,  and  training  of  the  new 
recruit. 

The  first  fioor  of  the  original  building  was  planned  to  contain 
alpha  and  beta  examining  rooms  and  a  storeroom  for  heavy 
materials.  The  alpha  examining  room  was  planned  to  seat  on 
the  floor  160  to  200  men.  This  room  was  without  benches,  but 
the  necessary  space  for  each  man  is  marked  out  roughly  by 
lines  running  crosswise  of  the  length  of  the  room.  These  lines 
were  spaced  3  feet  apart.  Since  the  men  were  to  be  seated  on 
the  floor  or  on  small  wicker  mats,  it  was  deemed  desirable  to 
make  the  floor  of  this  room  of  double  thickness.  A  small 
reading  stand  with  shelves  was  planned  for  the  large  examining 
room.  The  small  examining  room,  or  beta  room,  was  planned 
to  seat  between  60  and  100  men.  A  bench  designed  for  this 
room,  with  its  partitions  and  other  measurements,  is  shown  in 
Fig.  23  (8).  It  was  also  deemed  desirable  to  have  in  this  room 
a  raised  platform,  about  18  inches  high,  from  which  the  demon- 
strations could  be  more  easily  seen  from  the  back  of  the  room. 
A  bank  of  lights  so  arranged  as  to  illuminate  the  beta  black- 
board will  be  found  essential  on  cloudy  days.  Cross-lights 
should  be  avoided.  Lights  in  alpha  room  should  barely  clear 
the  tallest  men. 

The  storeroom  should  have  built-in  shelves  sufficient  to  enable 
the  examiner  to  unpack  at  least  one  week's  supply  of  the  neces- 
sary examining  materials.  Similar  shelves  should  be  planned 
for  the  scoring  room,  record  room,  office,  and  small  storeroom. 
Shelves  in  the  record  room  can  be  made  wider  than  usual  shelv- 
ing, so  that  if  long,  narrow  boxes  are  built  to  contain  the  record 
cards  they  may  be  placed  lengthwise  across  these  shelves.  Other 
necessary  changes  are  indicated  on  the  plan. 

A  certain  amount  of  furniture,  either  built  by  the  construc- 
tion quartermaster  or  supplied  through  the  camp  quartermaster 
upon  requisition,  is  indicated  in  the  plan.  Examiners  should 
have  on  hand  at  least  250  strips  of  beaver  board  12  by  18  inches, 
wicker  mats  for  the  alpha  examining  roon^,  if  possible,  and  a 


EXAMINER'S  GUIDE 


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ARMY  MENTAL  TESTS 


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EXAMINER'S  GUIDE 


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142  ARMY  MENTAL  TESTS 

sufficient  supply  of  wall  hooks  for  overcoats  and  hats  of  those 
being  examined.  Each  of  the  individual  rooms  on  the  second 
floor  should  be  supplied  with  small  tables.  In  addition,  about 
20  small  tables,  3  by  6  feet,  30  inches  high,  are  needed  in  the 
scoring  room.  According  to  the  desire  of  the  examiner,  these 
tables  may  be  supplied  with  special  scoring  tops,  as  indicated  in 
the  specifications  and  plan  in  Fig.  23  (8) .  For  the  regular  work 
of  the  examining  staff  and  scorers  at  least  75  ordinary  chairs 
should  be  sufficient. 

This  is  a  brief  description  of  the  building  and  equipment  as 
originally  planned  for  the  psychological  examining  staff.  It  is 
obvious  that  no  one  of  the  buildings  already  constructed  can 
be  adapted  to  meet  these  suggestions  exactly.  The  original 
plan  and  equipment  are  presented  here  as  suggestions  rather 
than  as  essential  in  all  details.  It  is  essential  that  the  individual 
examining  be  done  under  as  uniform  conditions  as  possible.  It 
is  necessary  that  the  chief  examiner  have  a  definite  address  and 
office  within  the  camp  boundaries,  and  it  is  further  essential 
that  proper  storage  space  be  furnished  and  supplied  with  locks 
or  guards  to  protect  against  loss  of  examining  materials.  It 
is  also  necessary,  for  accurate  scoring  and  recording,  that  per- 
manent and  sufficient  floor  space  be  supplied  for  the  scoring 
unit.  Outside  these  essential  and  necessary  requirements  and 
the  expendible  equipment  necessary  to  carry  on  the  examining, 
scoring,  and  recording,  physical  properties  will  vary  consider- 
ably from  camp  to  camp. 


EXAMINER'S  GUIDE  143 


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ARMY  MENTAL  TESTS 


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ARMY  MENTAL  TESTS 


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ARMY  MENTAL  TESTS 


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150  ARMY  MENTAL  TESTS 


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152  ARMY  MENTAL  TESTS 


CHAPTER  IV 

ARMY  TESTS  IN  THE  STUDENTS'  ARMY  TRAINING 
CORPS  AND  COLLEGES 

The  form  of  the  Examiner's  Guide  prepared  by  Major  Lewis 
M.  Terman  for  use  in  the  Students'  Army  Training  Corps  dif- 
fers sHghtly  in  directions  for  its  use  and  in  the  method  of  givinj); 
instructions  to  the  subjects  for  all  separate  tests  except  one. 
The  instructions  were  not  read  aloud  to  those  taking  the  tests. 
The  time  limits,  in  consequence,  were  changed  slightly  to  in- 
clude a  portion  of  the  reading  time.  All  other  cautions  and 
directions  are  identical  with  those  of  the  regular  anny  guide. 
It  was  unnecessary  to  prepare  tests  for  illiterates  and  defectives 
since  the  early  plans  of  the  corps  did  not  include  instruction  for 
the  non-English  reading  men  of  draft  age.  The  form  containing 
the  essential  changes  is  reproduced  here. 

INTRODUCTORY  STATEMENT 

The  instructions  presented  herewith  are  for  the  conduct  of 
examination  alpha,  the  intelligence  tost  prepared  especially  for 
literate  men  in  the  army.  With  minor  exceptions  the  procedure 
is  the  same  as  that  used  with  other  literate  recruits. 

The  purposes  of  the  alpha  examination  in  the  Students'  Arniy 
Training  Corps  are: 

(a)  To  secure  an  objective  rating  of  all  students  according  to 

general  intelligence,  as  an  aid  in  their  final  classification 
for  service; 

(b)  To  acquaint  prospective  officers  with  the  nature  and  value 

of  the  psychological  ratings  which  are  in  general  use  in 
the  Army; 

153 


154  ARMY  MENTAL  TESTS 

(c)  To  aid  in  the  educational  guidance  of  students; 

(d)  Where  the  examination  can  be  given  at  the  opening  of  a 

new  tenn,  to  aid  in  the  selection  of  candidates  for  ad- 
mission. 

When  the  examination  cannot  be  given  as  part  of  the  en- 
trance requirements,  it  should  be  given  as  early  as  possible 
after  the  opening  of  a  new  term.  The  results,  if  promptly  avail- 
able, will  be  of  value  both  in  the  educational  guidance  of  the 
students  and  in  the  evaluation  of  their  work. 

In  order  to  eliminate  all  possibility  of  coaching,  the  following 
precautions  should  be  taken: 

(1)  Different  forms  of  the  alpha  examination  booklet  should  be 

used  in  successive  terms.  In  general,  it  will  be  advisable 
not  to  use  a  given  fonn  more  than  once  in  a  school  year 
of  four  quarters. 

(2)  The  examinations  in  a  given  school  should  be  completed  in 

the  shortest  possible  time.  In  the  smaller  schools,  all  the 
students  may  ordinarily  be  examined  in  the  same  half 
day,  and  in  the  larger  schools  in  one,  or  at  most,  two  days. 

(3)  The  greatest  care  should  be  taken  to  prevent  the  dissemina- 

tion of  examination  booklets.  Before  the  men  are  allowed 
to  leave  the  room  after  an  examination,  the  number  of 
booklets  collected  should  be  carefully  checked  against 
the  number  distributed.  Used  blanks  and  blanlvs  held 
in  reserve  should  be  safeguarded  by  the  examiner  accord- 
ing to  directions  furnished  by  the  Regional  Director  of 
Psychological  Tests. 

The  number  of  men  who  should  be  examined  in  a  group  will 
be  determined  largely  by  the  available  space.  Groups  of  100 
to  200  men  arc  preferable,  but  under  suitable  conditions  groups 
of  300  or  400  are  readily  handled.  Crowding,  however,  should 
be  avoided.  When  circumstances  will  permit,  the  men  should 
be  assigned  to  alternate  seats. 


TESTS  IN  STUDENTS'  ARMY  TRAINING  CORPS    155 

It  is  necessary  that  sonu*  kind  of  support  ho  provided  for  the 
booklets.  If  there  is  no  suitable  room  which  is  fitted  with  desks, 
or  with  chairs  havinp;  arm  rests,  then  each  student  may  l)e 
supplied  with  a  book  on  which  to  rest  the  examination  blank 
during  the  examination. 

While  discipline  must  be  preserved  throughout  the  examina- 
tion, it  is  necessarj'^  that  the  men  be  made  to  feel  at  ease.  State- 
ments which  might  cause  apprehension  or  nervousness  should 
be  avoided.  Clenerally  speaking,  litth;  should  be  said  by  the 
examiner  beyond  givinfj;  the  directions  for  the  separate  tests. 

The  procedure,  as  set  forth  in  the  following  pages,  should  be 
adhered  to  rigidly.  The  directions  should  ])e  given  in  the  exact 
words  indicated.  No  supplementary  instructions  of  any  kind 
are  pennissible.  The  rule  that  no  questions  shall  be  asked 
should  be  strictly  enforced.  Each  test  should  be  timed  with  a 
stop  watch  and  care  should  be  exercised  to  avoid  error  in  timing. 
A  few  extra  pencils,  sharpened,  should  be  at  hand  to  supply 
men  who  need  a  new  one  during  the  examination.  Pencil,  not 
pen,  should  be  used  in  all  cases. 

PROCEDURE 

After  the  men  have  been  seated,  each  is  given  a  pencil.  Then 
E.  (examiner)  should  say:  "We  are  going  to  pass  around  some 
papers  now;  don't  turn  any  of  the  pages  until  I  tell  you  to." 
Alpha  l)ooklets  are  then  distrii)uted,  face  up,  the  greatest  care 
being  taken  to  see  that  no  one  is  given  more  than  one  booklet. 
As  soon  as  the  ])ookl(^ts  have  Ijoen  distributed,  E.  should  con- 
tinue, slowly  and  distinctly,  pausing  after  each  instruction  to 
give  subjects  thne  to  respond: 

"Now,  at  the  top  of  the  page,  print  your  name  after  the 
word  'Name.'  Print  your  last  name  first,  then  your  first  name, 
and  then  your  middle  initial,  if  any."  After  name  has  been 
written,  say:  "Put  your  ag(^  m  years  after  the  word  'Age.'" 
(Pause.)  "Next,  in  the  third  line,  write  the  name  of  the  state 
or  country  in  which  you  were  born.     If  you  were  not  born  ia 


156  ARMY  MENTAL  TESTS 

this  country,  tell  the  number  of  years  you  have  lived  in  the 
United  States."  (Pause.)  "After  the  word  'race'  write 
the  word  'white.'"  (In  examining  negro  groups  substitute  the 
word  "Negro.")  " Next  go  to  the  line  that  begins  with  the  word 
'sciiooling'  and  draw  a  line  under  the  highest  school  grade 
you  a  ( tended  before  you  entered  the  S.  A.  T.  C.  For  example, 
if  (he  last  grade  you  attended  before  you  entered  the  S.  A.  T.  C. 
was  the  fourth  year  of  high  school  or  preparatory  school,  draw 
a  line  under  High  School,  Year  4.  If  you  had  reached  the 
second  year  of  college  before  entering  the  S.  A.  T.  C,  draw  a 
line  under  College,  Year  2,  etc." 

When  everything  is  ready,  E.  proceeds  as  follows:  "Atten- 
tion! The  purpose  of  this  examination  is  to  see  how  well  you 
can  remember,  think  and  carry  out  what  you  are  told  to  do. 
It  is  a  test  of  general  mental  ability,  and  will  help  to  find  out 
what  you  are  best  fitted  to  do  in  the  army.  Such  tests  are  given 
to  all  enlisted  men  in  the  Army.  The  results  have  proved  to  be 
of  great  value.  The  grade  you  make  in  this  examination  will 
be  put  on  your  Qualification  Card  and  will  become  a  part  of 
your  pennanent  record.  Some  of  the  things  you  will  be  given 
to  do  are  very  easy.  Some  you  may  find  hard.  You  are  not 
expected  to  make  a  perfect  grade,  but  do  the  very  best  you  can. 

"In  the  Anny  a  man  often  has  to  listen  to  commands  and 
then  carry  them  out  exactly.  I  am  going  to  give  you  some 
commands  to  see  how  well  you  can  carry  them  out.  Listen 
closely.  Ask  no  questions.  Do  not  watch  any  other  man  to 
see  what  he  does. 

"Look  at  your  papers.  Just  below  where  you  have  been 
writing,  there  are  several  sets  of  fonns — circles,  triangles,  and 
so  forth.  First  you  will  be  told  to  do  something  with  the  circles 
at  1 ,  afterwards  with  the  circles  at  2,  and  so  on. 

"When  I  call  'Attention,'  stop  instantly  whatever  you  arc 
doing  and  hold  your  pencil  ui:) — so.  Don't  put  your  pencil  down 
to  the  paper  until  I  say  'Go.'  (Examiner  lowers  his  pencil.) 
Listen  carefully  to  what  I  say.    Do  just  what  you  are  told  to 


TESTS  IN  STUDENTS'  ARMY  TRAINING  CORPS    157 

do.    As  soon  as  you  are  through,  pencils  up.     Remember,  wait 
for  the  word  'Go.'" 

A^.  B.  Examiner. — Give  the  following  instructions  very  dis- 
tinctly and  at  moderate  speed.  After  giving  the  cormnand 
"Attention,"  always  notice  carefully  and  have  orderlies  notice 
whether  all  pencils  are  up.  Never  proceed  until  they  are.  This 
is  especially  important  in  the  beginning.  Be  careful  to  use  the 
directions  that  fit  the  form  of  alpha  booklet  distributed.  Be 
careful  not  to  pause  or  to  drop  the  voice  in  the  course  of  a  com- 
pound direction,  e.  g.,  in  2,  before  the  words  "and  also."  Raise 
your  pencil  whenever  you  say  "Attention."  Lower  it  promptly 
whenever  you  say  "Go." 

Instructions  for  test  1,  each  form,  are  exactly  the  same  as 
in  the  original  guide. 

When  the  examiner  is  through  giving  the  directions  for  test  1, 
he  says: 

"During  the  rest  of  this  examination  don't  turn  any  page  for- 
ward or  backward  unless  you  are  told  to.  Now  turn  over  the 
page  to  test  2." 

Test  2. — Arithmetical  Problems 

"Attention!  Read  the  directions  at  the  top  of  the  page  and 
do  what  they  tell  you  to  do.  I  will  say  stop  at  the  entl  of  five 
minutes.  Do  as  many  as  you  can  in  the  time  allowed. — Ready — 
Go!" 

After  5  minutes,  say  "STOP!    Turn  over  the  page  to  test  3." 

Test  3. — Practical  Judgment 

Attention!  Read  the  directions  at  the  top  of  the  page  and 
do  what  they  tell  you  to  do. — Ready — Go!" 

After  1  minute  and  40  seconds,  say  "STOP!  Turn  over  the 
page  to  test  4." 

Test  4. — Synonym— Antonym 

"Attention!  Read  the  directions  at  the  top  of  the  page  and 
do  what  they  tell  you  to  do. — Ready — Go!" 


158  ARMY  MENTAL  TESTS 

After  1  minute  and  40  seconds,  say  "STOP!  Turn  over  the 
page  to  test  5."  (Pause.)  "  Now  you  have  to  turn  your  books 
around  this  way."  (Examiner  illustrates  the  necessary  rota- 
tion.) 

Test  5. — Disarranged  Sentences 

"Attention!  Read  the  directions  at  the  top  of  the  page  and 
do  what  they  tell  you  to  do. — Ready — Go!" 

After  2  minutes  and  10  seconds,  say  "STOP!  Turn  over  the 
page  to  test  6." 

Test  6. — Number  Series  Completion 

"Attention!  Read  the  samples  and  the  directions  at  the  top 
of  the  page  and  do  what  the  directions  tell  you  to  do. — Ready — 
Go!" 

After  3  minutes  and  10  seconds,  say  "STOP!  Turn  over  the 
page  to  test  7." 

Test  7. — Analogies 

"Attention!  Look  at  the  first  sample  at  the  top  of  the  page: 
Sky — blue  :  :  grass — table,  green,  warm,  big. 

"Notice  the  four  words  in  heavy  type.  One  of  them — green — 
is  underlined.    Grass  is  green  just  as  the  sky  is  blue. 

"Look  at  the  second  sample:  Fish — swims  :  :  man — paper, 
time,  walks,  girl. 

"Here  the  word  walks  is  underlined.  A  man  walks  and  a 
fish  swims. 

"Look  at  the  third  sample:  Day — night  :  :  white — red, 
hlack,  clear,  pure. 

"Here  the  word  black  is  underlined  because  black  is  the  op- 
posite of  white  just  as  night  is  the  opposite  of  day. 

"In  each  of  the  lines  below,  the  first  two  words  are  related  to 
each  other  in  some  way.  What  you  are  to  do  in  each  line  is  to 
see  what  the  relation  is  between  the  first  two  words  and  under- 
line the  word  in  heavy  type  that  is  related  in  the  same  way  to 


TESTS  IN  STUDENTS'  ARMY  TRAINING  CORPS    159 

the  third  word.     Bcghi  with  No.  1  luid  mark  as  many  sets  as 
you  can  before  time  is  called. — Ready — Go!" 

After  3  minutes,  say  "STOP!    Turn  over  the  page  to  test  8." 

Test  8. — Information 

"Attention!  Read  the  directions  at  the  top  of  the  page  and 
do  what  th(>y  tell  you  to  do. — Ready — Go!" 

After  4  minutes,  say  "STOP!  Close  your  booklets  and  turn 
them  over  to  test  1. 

Have  all  examination  booklets  and  pencils  collected  imme- 
diately and  Ix'fore  the  men  are  allowed  to  leave  their  seats.  Be- 
fore dismissing  the  group,  the  number  of  booklets  collected 
should  be  carefully  checked  with  the  number  of  men  present 
and  the  number  of  booklets  issued. 

DIRECTIONS  FOR  SCORING  * 

The  scoring  is  done  by  means  of  stencils,  one  for  each  of  the 
eight  tests.  A  test  is  scored  by  placing  the  stencil  upon  the 
appropriate  page  of  the  record  booklet  and  comparing  the  re- 
sponses given  with  the  marks  on  the  stencil. 

The  stencils  may  be  made  of  cardboard  suitably  marked  to 
indicate  the  correct  answer.  For  tests  4,  5,  7  and  8,  stencils 
made  of  thin,  transparent  strips  of  celluloid  are  preferable.  If 
celluloid  cannot  be  obtained,  stencils  for  these  tests  may  be 
made  of  cardboard.  In  this  case,  the  scoring  of  tests  7  and  8 
will  be  facilitated  )jy  perforating  the  cardl)oard  stencils  so  as 
to  show  where  the  correct  responses  are  located. 

Letter  ratings  (A,  B,  C-(-,  (3tc.)  together  with  total  score 
earned  in  the  mental  test,  should  be  recorded  promptly  on  each 
student's  qualification  card. 

Detailed  instructions  for  the  use  of  mental  ratings  in  the 
S.  A.  T.  C.  will  be  supplied  separately. 

*  The  rules  for  scoring  are  given  on  page  66  and  need  not  he  reproduced 
here.  The  results  of  the  examination  as  expressed  in  total  score  are  also 
given  in  connection  with  rules  for  scoring. 


160  ARMY  MENTAL  TESTS 

A  few  days  after  authority  to  administer  the  general  intelli- 
gence tests  to  the  S.  A.  T.  C.  was  granted,  the  armistice  was 
signed.  Personnel  plans  were  delayed  until  the  future  status 
of  the  Students'  Army  Training  Corps  could  be  determined. 
The  general  considerations  that  led  the  Committee  to  offer  to 
the  colleges  the  opportunity  to  use  the  army  tests,  notwith- 
standing the  sudden  disappearance  of  the  military  necessity, 
are  summed  up  in  the  following  memorandum  prepared  by 
Major  Terman. 

"  In  the  first  place,  the  tests  will  furnish  an  extremely  valuable 
check  upon  the  work  of  the  students.  There  is  no  other  means 
of  ascertaining  so  definitely  whether  the  student  is  working  up 
to  the  limits  of  his  abilities.  Without  a  knowledge  of  the  quality 
of  the  student's  ability  there  is  no  means  of  appraising  his 
efforts.  Over  and  over,  both  in  high  school  and  college  I  have 
seen  students  of  '  A '  intelligence,  but  poor  performance,  stimu- 
lated as  a  result  of  the  test  to  improve  their  work.  On  the 
other  hand,  it  is  by  no  means  uncommon  for  an  unsuccessful 
student  to  be  blamed  by  his  instructor,  when  in  fact  the  cause 
of  his  failure  is  inferior  ability,  rather  than  lack  of  effort. 
Without  a  knowledge  of  the  quality  of  its  raw  material  a  school 
has  to  work  more  or  less  in  the  dark. 

"The  test  would  also  be  valuable  as  an  aid  in  the  educational 
guidance  of  students.  Men  will  be  found  attempting  work  in 
lines  for  which  their  native  ability  does  not  fit  them.  Such 
students  will  be  everlastingly  benefited  by  being  guided  into 
other  lines  more  nearly  commensurate  with  their  ability. 

"The  experience  with  the  tests  in  the  S.  A.  T.  C.  would  un- 
doubtedly be  of  value  if  the  military  situation  should  ever 
again  become  acute;  or  if  this  should  not  happen  they  would 
be  of  value  in  connection  with  the  future  military  training, 
wherever  this  might  be  given.  I  believe  that  the  value  of  the 
tests  for  military  purposes  have  been  suflficiently  demonstrated 
and  that  they  will  play  a  part  in  all  future  educational  institu- 
tions giving  military  training. 


TESTS  IN  STUDENTS'  ARMY  TRAINING  CORPS    161 

"The  tests  would  be  a  valuable  experiment  for  the  colleges, 
apart  from  present  or  future  military  consi(l(>ra<ions,  although 
we  should  perhaps  not  be  justified  in  emphasizing  this  argu- 
ment." 

The  Division  of  Tests  of  the  Committee  on  Education  and 
Special  Training  finally  decided  to  offer  the  mat(>rials  to  the 
colleges.  A  circular  letter  was  sent  to  the  colleges  containing 
this  infonnation  and  they  were  requested  to  state  in  reply 
wiiether  they  desired  to  use  the  test  materials  and  to  designate 
a  member  of  the  faculty  who  would  assume  responsibility  for 
receiving  the  blanks  and  instructions  and  directing  the  admin- 
istration of  the  tests.  Approximately  one  hundred  favorable 
replies  were  received  almost  inun(>diately  and  instructions  and 
materials  were  sent.  Before  the  order  demobilizing  the  Corps 
was  issued  two  hundred  and  nine  schools  and  colleges  had 
indicatcid  their  willingness  to  cooperate  in  the  use  of  the  tests. 
Some  of  the  data  thus  obtained  follow. 


DATA     FROM    COLLEGES    AND    THE    STUDENTS      ARMY 
TRAINING     CORPS 

Data  resulting  from  giving  tlu;  alpha  examination  to  the 
Students'  Army  Training  Corps  and  to  college  groups  are  of 
interest  as  bearing  upon  the  intelligence  of  such  groups  and 
upon  the  position  of  these  groups  on  the  scale  of  alpha  scores. 

Caution  is  necessary  in  the  interpretation  of  the  data  of  the 
tables.  It  is  by  no  means  certain  that  the  values  given  arc 
typical  of  the  groups  which  they  represent.  The  institutions 
from  which  the  data  were  obtained  are  largely  the  smaller 
schools  and  colleges  of  the  west  and  south.  Few  data  are  at 
hand  from  the  larger  universities,  and  tiie  records  suggest  that 
inclusion  of  figures  from  a  number  of  large  universities  of  high 
standing  would  materially  raise  the  medians  and  the  percentage 
of  higher  ratings. 

It  cannot  be  stated  with  certainty  that  the  groups  to  whicU 


162  ARMY  MENTAL  TESTS 

the  examinations  were  given  were  truly  representative  of  the 
institutions.  There  arc  from  Brown  University,  for  instance, 
records  of  only  210  men.  This  group  is  such  a  small  proportion 
of  the  total  registration  that  the  chances  are  very  much  against 
its  being  a  representative  group.  At  some  of  the  institutions 
the  tests  were  given  only  to  those  who  volunteered  to  take  them, 
a  procedure  which  introduces  a  factor  of  selection.  Sometimes 
the  records  were  obtained  from  only  one  class.  Such  a  limitation 
probably  gives  a  selected  group ;  the  figures  from  the  University 
of  Illinois  show  distinct  class  differences. 

A  third  factor  making  for  variability  in  the  results  is  the  fact 
that  tests  were  given  under  widely  varying  conditions  and  by 
many  examiners,  most  of  whom  were  untrained.  While  the 
chances  of  variations  from  this  cause  are  not  large,  the  possi- 
bility of  such  variations  must  be  held  in  mind  while  examining 
the  figures. 

Table  2  shows  the  distribution  of  alpha  scores  in  several  of 
the  larger  groups,  and  Table  3  the  median  scores,  quartiles,  and 
percentages  of  A  and  B  grades  for  the  groups  listed  in  the  table. 
There  are  wide  differences  between  these  groups.  The  medians 
vary  from  111  for  the  normal  school  women  to  130  for  the  college 
men,  and  the  percentage  of  A  and  B  grades  combined  for  the 
same  groups  varies  from  57.4  to  75.2.  None  of  the  groups  makes 
a  record  as  high  as  that  of  the  army  officers  chosen  for  the 
principal  sampling  for  Hollerith  analysis,  but  all  groups  rate 
higher  than  the  army  sergeants,  who  made  50  per  cent  of  A 
and  B  grades.  The  men  of  the  Students'  Army  Training  Corps 
and  the  Reserve  Officers'  Training  Corps  seem  to  offer  good 
material  for  the  selection  of  officers  for  the  army. 


TESTS  IN  STUDENTS'  ARMY  TIUINING  CORPS     1(33 


TABLE  2 

Distributions  of  Alpha  Scohks  foh  Various  (iRoui'ij  from 
Educational  Institutions 


205-212. 
200-204 . 
1 !).')- 1  !)0. 
190-194. 
18'>-1.S9. 
ISO- 184. 
175-179. 
170-174. 
lC5-I(i9. 
1«0-I(i4. 
155-159. 
150-154. 
145-149 
140-144. 
13")- 139. 
130-134. 
125-129. 
120-124. 
115-119. 
110-114. 
105-109. 
100-104. 

95-99 . . 

90-94 . . 

85-89 . . 

80-81. . 

75-79.. 

70-74 . . 

05-09 . . 

00-04.  . 

55-59 . . 

50-54 . . 

45-49.  . 

40-44.  . 

35-39 . . 

30-34 .  . 

25-29. . 

20-24 . . 

15-19. . 

10-14. . 
5-9... 
0-4... 

Total.  . 


/J 

.S.  A.  T.  C. 

imrn) 


4 

10 

11 

29 

5.") 

79 

103 

137 

III 

l,-)2 

1,S9 

I.ss 

202 

204 

197 

193 

179 

178 

l(i(i 

130 

123 

97 

S3 

70 

52 

49 

30 

IS 

27 

1.") 

11 

4 


n.  o.  T.c 

(lUfll) 


1 
1 

4 
2 

9 
12 

s 
22 
2(1 
21 
29 
37 
35 
37 
45 
41 
41 
37 
34 
29 
35 
21 
27 
17 
ir. 
IS 
IS 
13 


30  Coll,vi; 
(mt/t) 


11 
12 
3S 
41 
Of) 
92 
99 
123 
175 
1.S3 
ISO 
199 
ISS 
ISO 
ISl 
175 

l.->s 

133 
131 
131 
95 
81 
7S 
80 
(•)() 
44 
43 
31 
42 
2S 
Ui 
9 
11 
11 
10 


(  Normiil 
xchooh 
(men) 


IS  Clleiie, 
(ivomtn) 


1 
4 

13 
10 
3S 
30 
()9 


S3 
OS 
OS 
11)1) 
OS 
OS 
99 
92 
7S 
75 
79 
71 
45 
35 
32 


7  Xormiil 
xrltnol 


1 
3 
4 
10 
4 
S 
17 
17 
19 
33 
2S 
35 
45 
40 
41 
5'> 
41 
49 
35 
37 
32 
35 


Ml  ('otli'ijes 
(mm  iiiul 
uuinien) 


7 

12 

1(> 

43 

54 

82 

130 

135 

192 

237 

271 

203 

297 

280 

298 

282 

273 

257 

225 

209 

206 

174 

155 

123 

121 

92 

00 

54 

42 

46 

28 

17 

12 

13 

13 

10 

2 


164 


ARMY  MENTAL  TESTS 


TABLE  3 

Summary 

Median  alpha  scores,  quartiles,  and  percentages  of  A  and  B  grades 
made  by  various  groups  from  educational  institutions. 


50 

CO 

05 

CO 

O 

1 

«o 

S 

s 

5i 

Si 

c 

CO 

"co 

e 

^ 

!^ 

J^ 

_co 

C 

^ 

g. 

^ 

-^ 

U 

•cJ 

55, 

^ 

^ 

College  men 

130 

105 

154 

44.8 

75.2 

3,175 
1,575 

20 

College  women 

127 

100 

142 

38.8 

75.2 

13 

College  men  and 

women  combined. .  .  . 

127 

105 

150 

42.8 

75.4 

4,750 

22 

S.  A.  T.  C.  men 

133 

111 

153 

48.0 

81.1 

3,146 

15 

R.  0.  T.  C.  men 

121 

97 

141 

31.6 

67.6 

663 

3 

Normal  school  men .... 

115 

85 

135 

24.5 

59.5 

163 

5 

Normal  school  women. . 

111 

90 

130 

20.4 

57.4 

723 

7 

White  officers'  principal 

sampling 

139 

IIG 

161 

55.6 

84.1 

15,385 

TESTS  IN  STUDENTS'  ARMY  TRAINING  CORPS    165 

In  Table  4  an  analysis  is  made  of  the  records  of  five  units  of 
the  Students'  Army  Training  Corps  which  included  more  than 
a  hundred  men.    Here  again  wide  differences  are  apparent. 


TABLE  4 

Students'  Army  Training  Corps 

Median  alpha  scores,  quartiles,  and  percentaKes  of  A  and  B  grades 
made  by  various  Students'  Army  Training  Corps  groups 


^ 

"Si 

1 

si 
o 

1-^ 

B 

Si 

a. 
a. 

CO 

s 

to. 

05 

«0 

S 

o 

Dartmouth 

147 
145 

132 
125 

105 
101 

70.0 
03.0 

94 . 5 
90.4 

595 

Case  vSchool,  Cleveland 

472 

U.  of  California 

135 

126 
124 

UG 
109 
104 

153 
141 
144 

50.0 
38.0 
34.8 

84.0 
78.4 
73.7 

621 

U  of  Texas 

717 

Coll.  of  Wooster,  Ohio 

208 

15  S.  A.  T.  C.'s  combined..  . 

133 

111 

153 

48.0 

81.1 

3,146 

White  officers'  principal 

sampling 

139 

110 

101 

55.0 

SI .  1 

15,385 

166 


ARMY  MENTAL  TESTS 


Two  of. the  groups  of  the  Reserve  Officers'  Training  Corps 
were  made  up  of  more  than  a  hundred  men  each,  and  these  two 
groups  are  compared  in  Table  5.  There  is  a  difference  of  ten 
points  in  the  median  scores  and  a  difference  of  18.5  per  cent 
in  the  number  of  A  and  B  grades  obtained. 


TABLE  5 

Reserve  Officers'  Training  Corps 

Median  alpha  scores,  quartiles,  and  percentages  of  A  and  B  grades 
made  by  various  Reserve  Officers'  Training  Corps  groups 


CO 

^ 

-^3 

C 

'ii 

■^ 

<3s 

"S 

>; 

=0 

cq 

c 

c 

"e 

CO 

g 

5i 

S< 

S 

K 

<4> 

CO 

c 

:i.^ 

1- 

Cts 

C 

e 

^ 

s^ 

a. 

-^ 

"^ 

o 

1 

5 

^ 

^ 

^ 

The  Citadel,  Charleston, 

S.  C 

125 

107 

144 

37.6 

77.8 

222 

Virginia  Polytechnic  In- 

stitute   

115 

89 

135 

24.2 

59.3 

368 

3R.  0.  T.  C.'s  combined.  .  . 

121 

97 

141 

31.6 

67.6 

663 

White  officers'  principal 

sampling 

139 

IIG 

IGl 

55.6 

84.1 

15,385 

TESTS  IN  STUDENTS'  ARMY  TRAINING  CORPS    1G7 

The  figures  for  various  groups  of  college  men  are  presented 
in  Table  G.  Here  the  tlifferences  are  even  more  striking,  for  the 
medians  range  all  the  way  from  80  to  150,  while  the  percentages 
of  A  and  B  grades  run  from  17.4  to  95.5.  Several  colleges  pre- 
sent here  a  better  record  than  that  made  by  the  white  officers 
in  the  principal  sampling. 

TABLE  6 

College  Men 

Median  alpha  scores,  quartiles,  and  percentages  of  A  and  B  grades 
made  by  various  groups  of  college  men 


I 


Mass.  Agri.  Coll 

Rutgers 

Brown  University 

Colorado  College 

Johns  Hopkins,  Freshmen..  . 

Notre  Dame 

U.  of  Minnesota,  Freshmen  . 
Southern  Methodist  Univ. .  . 

U.  of  Idaho 

U.  of  Florida 

Lincoln  Memorial,  Tenn. .  .  . 
Atlanta  Southern  Dental 

College 

20  Colleges  combined 

White  officers'  principal 

sampling 


150 
138 
142 
142 
137 
137 
129 
127 
125 
120 
80 

SO 
VM) 

139 


135 
131 
125 
12G 
IIG 
116 
109 
108 
107 
87 
56 


105 
llC) 


1G4 
103 
160 
162 
155 
152 
142 
146 
145 
144 
121 

95 
154 

161 


C^ 


74.2 
69.4 
61.4 
.57.4 
53.0 
53.6 
42.4 
42.1 
38.8 
30.2 
8.2 

7.0 
44 . 8 

.55 .  (i 


cq 


t^ 


95.5 
94.0 

88.5 
88.5 
85.0 
82.6 
79 . 9 
79.3 
7() .  6 
66.9 
36.4 

17.4 
75.4 

84 . 1 


154 
358 
210 
148 
140 
321 
534 
162 
277 
215 
171 

184 
3,175 

15,385 


168 


ARMY  MENTAL  TESTS 


The  data  for  the  women  from  various  colleges  (shown  in 
Table  7)  again  emphasize  the  differences  between  institutions. 
The  variations  are  not  so  great  as  they  were  in  the  case  of  the 
college  men,  but  they  are  large  enough  to  be  significant. 


TABLE  7 
College  Women 


Median  alpha  scores,  quartiles,  and  percentages  of  A  and  B  grades 
made  by  various  groups  of  college  women 


tii 

^ 

1^ 

t; 

05 

Oq 

e 

-TS 

"S 

CO 

^ 

C?i 

c:^! 

!^ 

s; 

<a 

c 

5~ 

c» 

c 

C 

'% 

S^ 

?i. 

■^ 

^ 

o 

£5 

^ 

Colorado  College 

142 

125 

156 

61.2 

89.8 

178 

U.  of  Minnesota,  Freshmen .  . 

128 

109 

145 

40.3 

78.8 

354 

U.  of  N.  Dakota 

129 

107 

153 

44.0 

77.0 

117 

State  Teachers  College,  Colo . 

122 

100 

141 

32.4 

75.8 

266 

Southern  Methodist  Univ. .  .  . 

123 

102 

141 

32.8 

70.6 

159 

U.  of  Idaho 

117 
127 

99 
106 

139 
142 

29.8 
38.8 

68.6 

75.8 

169 

13  colleges  combined 

1,575 

TESTS  IN  STUDENTS'  ARMY  TRAINING  CORPS     169 

None  of  the  noriiKil  schools  reported  records  of  enough  men 
to  make  a  study  of  the  tlifferenccs  worth  while,  but  the  fact 
that  there  are  large  diffcTonces  l)etween  nonnal  schools  as  well 
as  between  colleges  is  shown  in  Table  8,  which  gives  the  results 
for  four  groups  of  normal  school  women. 

TABLE  8 

Normal  School  Women 

Median  alpha  scores,  quartiles,  and  percentages  of  A  and  B  grades 
made  by  various  groups  of  normal  school  women 


1 

^ 

■^ 

"S 

"t; 

CO 

oq 

Ct< 

OH 

e 

CIS 

5 

^ 

JU 

R, 

'^ 

't 

o 

^ 

O 
•-J 

kJ 

JS5 

^ 

First  District,  Missouri 

124 

112 

140 

37.0 

83.8 

111 

Peru  Nebraska 

122 
117 

8S 

103 

OS 
71 

14.3 
129 
10.-) 

3.5 . 2 

16.4 

4.2 

72 , 9 
67.2 
24.9 

162 

Millersvillc,  Pa 

140 

Sam  Houston  Texas 

236 

7  Normals  coml)inod 

ill 

!)0 

130 

20.4 

57.4 

723 

L 


170 


ARMY  MENTAL  TESTS 


In  Tabic  9  the  division  is  by  sex.  While  the  median  scores 
made  by  the  women  are  in  every  case  a  few  points  lower  than 
the  median  scores  for  the  men  in  similar  groups,  the  differences 
are  so  small  that  they  may  be  regarded  as  insignificant.  The 
same  statement  may  be  made  regarding  the  percentage  of  A 
and  B  grades  combined.  The  men  tend  toward  a  higher  pro- 
portion of  A  grades. 

TABLE  9 


Sex 


Intelligence  ratings  according  to  sex 


-« 

i» 

hO 

-a 

8 

<» 

cT 

i; 

su 

2 

§    1 

Methc 
rsity 

S 

o 
o 

^ 

SI 

^ 

e 

S 

^^ 

^  ^ 

s 

-^ 

^ 
^ 

3 

ti 

b 

1 

:^ 

Median 

Men 

142 

129 

127 

125 

130 

115 

Women 

142 

128 

122 

117 

127 

111 

Quartile  devia- 

Men 

IS 

17 

19 

19 

25 

25 

tion  

Women 
Men 

16 
57.4 

19 
42.4 

20 
42.1 

20 

38.8 

18 
44.8 

20 

Per  cent  A  grades 

24.5 

Women 

61.2 

40.3 

32.8 

29.8 

38.8 

20.4 

Per  cent  A  and 

Men 

88.5 

79.9 

79.3 

76.6 

75.4 

59.5 

B  grades 

Women 

89.8 

78.8 

70.6 

68.6 

75.2 

57.4 

No.  cases 

Men 

148 

534 

162 

277 

3,175 

163 

Women 

178 

354 

159 

169 

1,575 

723 

TESTS  IN  STUDENTS'  ARMY  TRAINING  CORPS    171 

As  the  data  sent  by  the  University  of  Illinois  wore  grouped 
according  to  the  department  of  study  it  was  possible  to  investi- 
gate possible  intelligence  differences  between  the  various  de- 
partments. These  data  are  set  forth  in  Table  10.  As  would  be 
expected,  the  graduate  students  rate  considerably  higher  than 
the  students  in  the  undergraduate  departments,  but  this  is  the 
only  difference  of  importance.  The  very  slight  drop  for  the 
students  of  agriculture  probably  is  not  significant. 

TABLE  10 

Departments  Within  a  University 

Intelligence  ratings  of  students  in  various  departments  of  the  Univer- 
sity of  Illinois 


^ 

^-^ 

C5 

<^ 

~S 

!^ 

Ca 

1^ 

CO 

Q:) 

S 

>; 

•TS 

?> 

~ 

& 

en 

c 

~ 

05 

5 

j^ 

V. 

Ss 

C 

C 

-3 

jj 

-r; 

-- 

O 

k3 

^ 

^^ 

Literature,  Arts'  and  Sciences 

145 

128 

1G2 

65 . 4 

93.0 

1,410 

Commerce 

143 
139 

126 
125 

150 
157 

61.  S 

58.0 

93.3 
90.7 

539 

Agriculture 

385 

Engineering 

144 

127 

160 

63.9 

93.2 

755 

Graduates 

154 

137 

170 

77.0 

93 . 8 

161 

172 


ARMY  MENTAL  TESTS 


Differences  between  the  men  in  the  four  years  of  college  were 
also  obtained  from  the  Illinois  data.  The  results  are  shown 
in  Table  11.  There  is  a  slight  but  definite  increase  in  the  per- 
centage of  higher  grades  with  the  longer  stay  at  college,  pre- 
sumably as  the  result  of  the  elimination  of  poorer  men. 

TABLE  11 

College  Class 

Intelligence  grades  according  to  college  class  of  students  at  the 
University  of  Illinois 


Intelligence  grades 

C  — 

C 

C  + 

B 

-4 

A  and 
B 

No. 
cases 

Freshmen 

.1 

.8 

7.7 

33.4 

58.0 

91.4 

1,342 

Sophomores.  .  . 

1.5 

6.2 

28.6 

63.7 

92.3 

730 

Juniors 

.7 

5.1 

27.8 

66.3 

94.1 

607 

Seniors 

4.2 

19.7 

76.2 

95.9 

410 

The  chart  reproduced  on  i^iage  36  (figure  10)  is  of  interest 
in  connection  with  possible  uses  of  such  examinations  in  our 
high  schools  and  higher  institutions  of  learning.  All  of  the 
students  had  been  selected  because  they  were  judged  by  their 
commanding  officers  to  have  the  necessary  qualifications  for 
success  as  army  officers.  They  were  believed  to  have  the  neces- 
sary physique,  leadership,  ability,  intelligence,  initiative  and 
responsibility. 

The  following  discussion  of  tests  in  colleges  is  quoted  from 
an  article  by  Lt.  Col.  W.  V.  Bingham  in  the  Proceedings  of  the 
American  Association  of  College  Registrars  for  1919. 

"These  men  were  all  given  the  army  intelligence  examination. 
The  results  were  grouped  according  to  army  standards  into 
the  grades  A,  B,  C  plus,  C,  C  minus,  D,  D  minus  and  E.    But 


TESTS  IN  STUDENT'S  ARMY  TRAINING  CORPS    173 

tlicrc  was  none  wlio  scored  D  minus  or  E.  Of  those  wlio  scoreti 
C  minus,  or  D,  about  seven-eigliths  failed  to  get  through  the 
course  of  training.  Of  those  who  scored  C,  about  one-half  suc- 
ceeded and  one-half  failed.  Of  those  who  scored  A  or  B,  about 
eight-ninths  succeeded.  In  other  words,  intelligence,  while  by- 
no  means  the  only  factor  in  determining  their  success  in  the 
officers'  training  schools,  was  enough  of  a  factor  so  that  even 
with  such  a  rough  tool  of  measurement  as  the  anny  intelligence 
examination,  it  was  possible  to  predicate  with  some  certainty 
that  anyone  who  scored  C,  C  minus  or  D,  was  probably  wasting 
his  time  in  going  to  an  officers'  training  school. 

"Another  chart  (page  34,  figure  8)  illustrates  the  tremen- 
dous inequalities  of  ability  in  various  companies  within  a  single 
regiment  when  the  men  were  assigned  to  the  companies  hap- 
hazard or  by  geographical  location.  The  captain  in  command 
of  Company  D  with  a  small  percentage  of  A  and  B  men  and  a 
large  fraction  of  illiterate  and  foreign  born  soldiers  was  ex- 
pected to  train  his  men  and  get  them  ready  for  France  at  the 
same  time  that  the  captain  of  Company  E  got  his  men  ready, 
and  yet  the  captain  of  Company  E  had  a  large  percentage  of 
men,  who,  as  far  as  intelligence  was  concerned,  were  officer 
material  and  he  had  only  a  small  proportion  of  the  illiterate  or 
foreign.  College  instructors  sometimes  face  a  similar  situation 
of  inefjuaiity  in  their  classes,  having  to  cover  the  ground  in  the 
same  length  of  time  that  other  instructors  do  who  have  very 
different  material  to  work  with.  Among  15,385  officers  whose 
intelligence  scores  are  hen;  tal)ulated,  only  one  made  a  rating 
as  low  as  D;  84.1%  of  the  15,385  officers'  sampling  made  ratings 
of  A' or  B,  a  proportion  quite  similar  to  the  proportion  of  college 
students  with  A  or  B  mentality  as  measured  by  the  same  tests. 

"During  the  past  four  y(\ars  the  C'arnegie  Institute  of  Tech- 
nology has  been  developing  and  utilizing  the  group  method 
of  examining  students.  TluM-e  has  been  a  gradual  evolution  in 
these  tests,  in  which  several  jirogressive  stages  are  to  be  noted. 

"First,  a  number  of  different  kinds  of  tests  that  seem  promis- 


174  ARMY  MENTAL  TESTS 

iiig  are  given  to  a  large  group  of  students,  and  the  results  for 
each  test  are  plotted  in  the  form  of  a  percentile  graph.  In  ths 
number-completion  test,  for  example,  the  scores  made  by  the 
students  are  plotted  against  the  percentages  of  students  who 
attained  each  score.  Such  a  graph  is  very  convenient  later  on 
in  making  a  comparison  between  the  performance  of  any  in- 
dividual student  and  that  of  the  large  group  as  a  whole.  Know- 
ing his  score  in  the  test,  one  can  say  instantly,  by  reference  to 
the  chart,  that  this  student  is  superior  to  say  67%  of  his  class. 

"The  next  stage  is  to  compare  these  test  rankings  with 
scholarship  records  and  with  estimates  of  the  students'  ability 
made  by  their  instructors.  These  statistical  comparisons  show 
that  some  tests  are  much  less  indicative  of  success  in  college 
than  others.  Such  tests  are  eliminated  and  the  following  year 
new  tests  are  tried  in  their  place. 

"When  a  student's  score  is  obtained  in  several  tests  that 
have  proven  to  be  reliable,  it  is  convenient  to  prepare  a  diagram 
that  may  be  called  his  'psychological  profile.'  One  student, 
for  example,  in  the  Margaret  Morrison  Division,  the  vocational 
college  for  women,  ranked  in  the  lowest  10%  of  her  class  in  the 
opposites  test,  in  the  lowest  8%  in  the  analogies  test,  in  the 
lowest  5%  in  the  completion  test,  and  so  on.  Her  psychological 
profile  chart  shows  at  a  glance  that  in  only  one  test  did  she  do 
better  than  the  lowest  25%.  That  student  was  soon  dropped 
for  poor  scholarship.  The  average  faculty  estimate  of  her 
ability  placed  her  very  near  the  bottom.  It  was  1.67  on  a  scale 
of  ten.  The  faculty  estimate,  made  after  three  months'  ac- 
quaintance with  tne  student,  agrees  with  the  psychological  test 
made  on  the  day  of  entrance. 

"The  mental  profile  of  another  student,  instead  of  running 
near  the  bottom  of  the  chart  is  almost  entirely  in  the  upper 
half,  showing  instantly  that  in  nearly  all  the  tests  she  excels  the 
majority  of  her  classmates.  She  is,  as  a  matter  of  fact,  a  good 
student,  the  faculty  estimate  on  her  ability  being  9.8  on  a 
scale  of  10. 


TESTS  IN  STUDENTS'  ARMY  TRAINING  CORPS    175 

"By  such  means  as  these  the  Institute  has  tried  to  make  the 
information  regarding  the  intelligence  test  records  of  its  students 
conveniently  available  to  the  administrative  officers:  it  has  also 
endeavored  to  improve  the  tests  year  by  year.  The  work  is 
under  the  immediate  direction  of  Professor  L.  L.  Thurstone. 
He  has  recently  combined  the  results  of  previous  experience 
into  a  new  group  test  in  two  parts.  Each  part  requires  less 
than  half  an  hour  to  give.  It  is  called  the  "cycle-omnibus 
test" — "omnibus,"  because  it  includes  in  one  test  several  forms 
of  tasks,  such  as  marking  true  and  false  statements,  analogies, 
opposites,  proverbs  of  similar  meaning,  etc.,  and  'cycle,'  be- 
cause these  varied  fomns  of  task  are  presented  in  succession  re- 
peatedly. The  forms  of  task  selected  for  this  cycle-omnibus 
test  are  those  which  have  already  proven  their  worth  as  in- 
dicators of  the  ability  of  students  to  do  college  work  satis- 
factorily. 

"  It  is  interesting  to  make  a  comparison  })etwcen  the  reliability 
of  psychological  tests  and  other  means  ordinarily  employed  for 
predicting  success  or  failure  of  college  students,  such  as  college 
entrance  examination  grades,  high  school  records  and  the  like. 

"Three  of  the  best  criteria  of  success  that  arc  employed  in 
the  college  entrance  procedure  of  the  engineering  school  are: 
the  entrance  examination  in  algebra,  the  dean's  interview  rating, 
and  the  rating  given  by  the  high  school  principal  bastnl  upon 
the  boy's  performance  in  the  high  school.  Combining  those 
three  criteria  and  using  them  for  prediction  of  the  students' 
success,  it  is  found  that  they  correlate  about  .40  with  instructors' 
estimates  made  after  the  students  have  been  known  to  them 
for  one  semester.  That  correlation  is  somewhat  higher  than 
college  entrance  examinations  taken  alone  ortliuarily  give.  I 
do  not  know  just  what  the  results  have  been  with  the  College 
Entrance  Examination  Board  examinations  of  the  past  years. 
When  Thorndike  some  years  ago  computed  the  correlation 
between  college  entrance  examinations  at  Columbia  and  the 
student's  scholarship  standing  in  the  college,  he  found  prac- 


176  ARMY  MENTAL  TESTS 

tically  zero  correlation.  In  other  words,  the  student's  perform- 
ance in  the  entrance  examination  was  no  prediction  whatever 
of  the  degree  of  his  success  with  his  college  studies. 

"When  we  used  last  year  as  a  basis  of  prediction  for  the  en- 
gineering students,  three  of  the  dozen  or  so  tests  that  we  had 
been  working  with  at  Carnegie,  the  correlation  with  instructors' 
estimates  was  .48.  It  was  somewhat  better  than  when  the 
combined  high  school  record,  algebra  examination  and  Dean's 
interview  rating  were  used.  But  here  is  a  significant  point. 
If  we  combine  the  information  from  those  sources  with  the 
test  scores,  the  coefficient  of  correlation  is  raised  to  nearly  .57. 
We  get  a  more  reliable  prediction  by  using  both  the  old  criteria 
and  the  new  criteria  in  combination.  Information  obtained  by 
such  psychological  methods  will  undoubtedly  have  its  value  in 
connection  with  problems  of  admission  to  college.  This  ques- 
tion of  admission  is  one  that  suggests  desiral^ility  of  making 
improvements  in  two  directions.  Is  it  not  possible  to  admit  a 
larger  number  of  students  who  are  now  excluded  but  who  could 
profit  by  the  college  course?  Is  it  not  possible  to  exclude  from 
college  a  larger  proportion  of  the  students  who  now  come  to 
college  and  fail,  who  leave  with  the  brand  of  failure  upon  them, 
having  wasted  their  own  time  and  their  fathers'  money? 

"The  use  of  psychological  methods  ought  to  help  in  solving 
both  of  these  problems.  It  should  make  possible  more  elasticity 
in  the  administration  of  entrance  requirements. 

"In  the  state  universities  and  middle  western  colleges  there 
is  an  enormous  mortality  in  the  freshman  year.  Perhaps,  that 
is  the  way  it  ought  to  be.  We  ought  to  give  everybody  an  op- 
portunity who  can  possibly  make  good  in  college.  But  at  the 
same  time  we  ought  to  make  more  of  an  effort  to  exclude  those 
who,  even  though  they  may  be  high  school  graduates,  cannot 
possibly  succeed  in  college,  and  direct  them  toward  a  type  of 
training  that  they  could  really  profit  by.  How  is  one  to  suggest 
wisely  the  direction  in  which  a  student  not  able  to  take  college 
training  should  turn?    Can  mental  tests  be  of  any  assistance 


TESTS  IN  STUDENTS'  ARMY  TRAINING  CORPS     177 

whatever  in  specific  vocational  guidance?  At  some  far  distant 
date  psychological  methods  are  going  to  be  a  help  even  in  this 
difficult  task  of  guidance.  They  cannot  help  to-day.  I  mean 
that  there  exist  now  no  adequate  psychological  tests  of  special- 
ized vocational  talent.  One  striking  exception  to  that  general- 
ization is  S(>ashore's  tests  for  the  measurement  of  musical 
talent.  But  in  general,  psychology  has  very,  very  little  to  offer 
in  the  way  of  specialized  tests  of  ability  in  different  vocations. 

"Mental  tests  are,  however,  tools  of  som(5  reliability  in  deter- 
mining general  intelligence,  in  ascertaining  the  level  of  a  per- 
son's ability  to  learn  to  profit  by  experience  and  to  adapt  himself 
to  changing  demands.  These  tests  are  not  100%  perfect,  but 
tlu>y  are  reliable  up  to  a  certain  point;  and  to  that  extent  I  am 
confident  they  are  going  to  find  a  useful  place  in  university 
administration,  not  only  with  r(>ference  to  the  administration 
of  admissions,  but  also  in  the  guidance  of  students  in  the 
problems  they  face  throughout  their  academic  career. 

"  In  conclusion,  let  me  offer  one  word  of  caution  against  en- 
couraging the  adoption  of  psychological  methods  unless  faculty 
and  administration  are  quite  ready  to  cooperate  in  checking 
up  the  results  and  in  putting  them  to  use.  The  group  exam- 
inations should  be  followed  up  by  more  detailed  indiviilual 
examinations  of  students  who  make  a  poor  score.  Individual 
examinations  should  also  be  made  of  students  who  are  known 
to  be  on  tlu;  verge  of  failure  in  their  work,  to  ascertain  definitely 
whether  their  poor  showing  is  due  to  lack  of  native  ability.  All 
this  work  takes  a  great  deal  of  time  and  should  not  be  required 
of  psychology  instructors  who  already  are  carrying  full  sch(>tlules 
of  teaching.  Any  thorough-going  program  for  the  us(>  of 
psychological  methods  in  university  administration  should  in- 
clude provision  of  time  and  funds  for  an  additional  specialist 
in  individual  psychology  and  mental  measurement."  * 

*See  the  Appendix  to  "A  Study  of  EnRineering  Education,"  1918,  by 
Charles  R.  Mann,  Ttie  Carnegie  Foundation,  for  a  more  detailed  study 
of  prediction  by  the  use  of  objective  tests. 


178  ARMY  MENTAL  TESTS 

The  suggestions  contained  in  the  above  results  of  mental 
tests  are  of  considerable  importance  in  the  systematic  study 
of  college  personnel.  The  demonstrated  value  of  the  work  of 
the  Committee  on  Classification  of  Personnel  in  the  Army 
and  of  the  Division  of  Psychology  of  the  Surgeon  General's 
Office  should  not  be  lost. 

The  suggestions  for  systematic  study  and  cooperation  in  re- 
search contained  in  an  article  recently  published  by  one  of  the 
editors  of  this  volume  seem  pertinent  here.  The  dignity  of  the 
study  of  human  qualities  is  worthy  a  still  more  pretentious 
plan.* 

"Personnel  classification  in  the  formation  of  the  United  States 
Army  brought  into  high  relief  certain  difficulties  that  institu- 
tions deaUng  with  the  training  and  education  of  young  men 
and  women  had  vaguely  felt.  A  few  institutions  had  attempted 
to  set  into  operation  methods  aimed  at  the  solution  of  these 
questions.  The  systematic  and  persistent  exploration  of  the 
difficulties  and  their  solution  were  forced  upon  the  War  Depart- 
ment. Its  rapid  and  unprecedented  expansion  gave  clear  def- 
inition to  many  unsettled  personnel  problems.  It  found  the 
source  of  supply  unanalyzed  and  its  own  needs  but  vaguely  in 
mind.  Large  numbers  of  specialists  were  suddenly  demanded. 
Experience  quickly  demonstrated  that  personal  qualities  were 
extremely  important  assets  in  war.  It  became  necessary  to 
specify  in  detail  the  personal,  educational  and  technical  re- 
quirements for  each  important  task.  To  insure  proper  quali- 
fications, specially  devised  tests  proved  necessary.  The  in- 
creased size  of  the  army  forced  it  to  maintain  complete  and 
detailed  systems  of  personnel  records  and  to  devise  special 
'follow-up'  methods. 

"  Army  experience  can  be  duplicated  in  the  experience  of  our 
educational  institutions.    We  believe  that  the  pressure  of  war 

*  Clarence  S.  Yoakum,  Plan  for  a  Personnel  Bureau  in  Educational  In- 
stitutions, School  and  Society,  May  10,  1919,  pp.  556-559.  Portions  of 
this  article  are  reprinted  by  permission  of  the  Editor  of  School  and  Society. 


TESTS  IN  STUDENTS'  ARMY  TRAINING  CORPS    179 

has  produced  a  elearor  conooption  of  (ho  problems  involved  in 
training  and  placement.  It  has  emphasized  the  advantages  of 
carefully  systematized  procedure  in  discovering  needetl  qual- 
ilies  of  human  nature,  and  the  importance  of  freeing  estimates 
of  persons,  as  nmch  as  possible,  from  the  errors  of  personal  bias 
and  incidental  acquaintanc(\  Vague  memories  of  so-and-so's 
p(>rsonality  and  qualifications  broke  down '  utterly  as  a  means 
of  building  up  an  ;jrmy. 

"  This  article  pioposes  the  general  outline  of  a  plan  for  a  per- 
sonnel bureau.  The  principal  f{>atur(>s  of  such  a  bureau  can 
be  put  into  opei-ation  in  any  educational  institution,  large  or 
small.  The  plan  considers  the  study  of  student  personnel  as 
fundamental  in  any  institution  that  believes  its  function  con- 
nected in  any  way  with  the  well-being  of  its  patrons  and  with 
the  success  of  its  graduates  in  their  chosen  professions.  It  also 
contains  the  implication  that  such  an  institution  must  keep 
fuller  and  more  definite  records  of  success  and  failure,  of  per- 
sonalities and  of  the  results  of  its  training  and  teaching.  The 
essential  functions  of  such  a  bureau,  or  committee,  are  four. 
Modifications  of  the  plan  will  emphasize  one  or  the  other  of 
these  functions,  according  to  local  conditions,  the  specific  aims 
of  the  institution  or  the  personnel  of  the  bureau  itself;  subdivi- 
sion of  fun(rtions  will  increase  with  the  growth  of  the  Ijureau 
and  the  financial  and  moral  encouragement  given  it. 

"  The  primaiy  functions  of  the  bureau  are,  to  obtain  accurate 
data  on  each  student,  to  codify  the  requirements  of  different 
profe.ssions,  to  supervise  the  use  of  tests  and  to  provide  means 
whereby  each  student  may  become  acquainted  with  his  aljilities 
and  the  rc(}uirements  of  the  occui)ations  in  which  he  is  inter- 
(^sted.  Properly  to  perform  these  functions  as  complete  an  in- 
v(Mitory  of  the  human  material  passing  throughthe  institution  as 
is  possible  must  ])e  made  in  permanent  form.  Second,  the  files 
of  this  bureau  must  contain  a  similar  inventory  of  the  impor- 
tant vocations.  Third,  the  bureau  will  provide  the  responsible 
agencies  for  bringing  to  the  student  seeking  a  life  occupation 


180  ARMY  MENTAL  TESTS 

all  its  systematic  material  on  the  opportunities  and  require- 
ments necessary  to  attain  a  certain  degree  of  success  in  those 
vocations  open  to  him.  Fourth,  the  bureau  will  proceed  on  the 
assumption  that  all  of  these  problems  can  be  investigated  in  a 
scientific  manner  and  will  initiate  and  encourage  research  in 
this  field. 

"  The  essentials  of  the  inventory  of  human  material  can  be 
placed  on  a  single  card — the  personal  history  card  or  qualifica- 
tion card.  This  qualification  card  will  contain  facts  concerning 
the  previous  history  of  the  individual.  This  previous  history 
should  contain  items  concerning  his  social  and  school  life  per- 
tinent to  the  purpose  of  such  an  inventory.  The  card  will  also 
be  a  permanent  record  of  his  educational  career.  It  is  not 
necessary  to  summarize  in  detail  the  items  involved  in  such  a 
record.  Ratings  which  will  consist  of  elementary  school  grades, 
marks  in  college  or  technical  school  studies  and  the  results  of 
specially  devised  rating  plans  will  also  be  recorded  on  this  card. 
It  is  further  expected  that  on  the  student's  qualification  card 
space  be  left  for  recording  the  results  of  intelligence  tests  and 
of  other  tests  important  in  determining  the  qualifications  of 
the  individual.  Recent  determinations  of  the  usefulness  of  such 
intelligence  ratings  and  specialized  tests  make  it  probable  that 
in  the  future  no  institution  will  be  without  such  information 
concerning  its  student  body. 

"  The  information  desired  as  a  part  of  the  student's  perma- 
nent record  may  be  obtained  in  several  well-known  ways;  though 
at  present  none  of  these  is  satisfactory.  Extremely  valuable 
estimates  of  the  individual's  qualifications  and  qualities  of 
mind  and  person  may  nevertheless  be  obtained  by  careful  inter- 
viewing when  he  reports  for  entrance  to  the  college  or  other 
educational  institution.  Such  estimates  as  the  student  himself 
gives  at  this  interview  can  be  supplemented  and  checked  by 
carefully  prepared  letters  of  inquiry  to  persons  who  have  known 
him  in  his  previous  school  work  and  outside  activities.  Addi- 
tional ratings  and  estimates  on  personal  qualities  and  on  special 


TESTS  IN  STUDENTS'  ARMY  TRAINING  CORPS    ISl 

aptitudes  should  be  obtained  at  least  yearly  from  his  instructors 
and  follow  students.  These  estimates  properly  tabulated  and 
combined  with  the  objective  ratings  obtained  from  the  tests 
give  the  foundation  for  tentative  judgments  of  the  student's 
ability  and  probable  future  career. 

"  The  second  function  of  this  bureau  is  the  colk^ction  and 
classification  of  vocational  information.  This  should  include 
carefully  obtained  opinions  on  the  qualities  necessary  for  success 
in  each  of  the  vocations  studied.  Each  vocation  should  be 
carefully  studied  from  the  point  of  view  of  the  range  of  mental 
capacity  that  will  stand  a  satisfactory  chance  for  success.  A 
card  for  a  vocation  should  also  indicate  minimum  and  maximum 
educational  qualifications  so  far  as  they  can  be  returned.  Such 
a  record  must  also  specify  the  need  for  any  special  ability  if 
such  is  an  essential.  When  properly  completed  the  specifications 
for  any  vocation  will  also  include  a  statement  of  the  more  essen- 
tial qualities  necessar}'  for  success  in  that  vocation.  It  is  not 
too  much  to  believe  that  sometime  in  the  future  these  may  be 
given  their  proper  weighting  in  a  great  many  vocations.  Bib- 
liographies pertaining  to  special  fields  can  also  be  made  avail- 
able to  students  through  the  bureau. 

"Again  much  careful  investigation  is  necessary.  Tiiis  part 
of  the  work  of  the  bureau  must  begin  at  the  beginning.  The 
utter  lack  of  agreement  on  the  qualities  that  produce  success 
and  satisfaction  in  life  is  easily  demonstrated.  Whether  this 
failure  to  agree  is  a  matter  of  permanent  differences  indicating 
many  roads  to  success  or  .satisfaction,  or  is  rather  one  in  which 
a  limited  number  of  qualities  receive  different  weights  under 
definitely  doscribable  conditions,  is  surely  a  problem  worth  ex- 
perimentation. Minimal  requirements  of  education  and  train- 
ing can  undou))tedly  be  specified  and  standardized. 

"The  third  important  function  of  this  personnel  bureau  will  be 
to  l)ring  to  the  student  seeking  a  life  vocation  all  material  col- 
lected on  vocations.  By  proper  methods  of  cataloguing  this 
material  can  be  readily  presented  to  the  stutlent.    In  this  con- 


182  ARMY  MENTAL  TESTS 

ference  section  of  the  bureau,  problems  concerning  his  college 
advancement  may  also  be  taken  up  with  the  student.  It  is,  of 
course,  here  that  the  importance  of  the  objective  tests  can  most 
readily  be  seen.  The  collection  and  recording  of  the  information 
as  described  above  will  be  of  extreme  advantage  to  the  dean, 
and  to  others  whose  duty  it  is  to  discuss  with  the  student  his 
place  in  the  school  work  and  his  success  in  advanced  studies. 

"Properly  to  develop  the  fourth  function,  it  is  important  that 
a  single  responsible  agency  have  charge  of  general  intelligence 
tests  and  other  forms  of  testing  used.  This  agency  should  not 
be  within  any  single  school  or  department  of  the  institution. 
The  value  of  modern  group  and  individual  examinations  of 
relative  intelligence  is  now  thoroughly  established.  The  plan 
proposed  aims  to  make  these  an  integral  part  of  the  personnel 
inventory.  The  satisfactory  development  of  their  values  rests 
on  the  scientific  care  and  common-sense  skill  with  which  they 
are  used.  Their  proper  use  is  obviously  in  connection  with  the 
two  inventories  above  described.  So  used  they  will  undoubtedly 
prove  invaluable  aids  in  personal  interviews  with  students. 

"The  importance  of  following  up  the  use  of  tests  is,  of  course, 
patent.  The  correlations  desired  are  essential  in  estimating  the 
significance  of  tests,  the  prophetic  value  of  personal  data  and 
the  weightings  for  vocational  qualifications.  Constant  revision, 
retrial  and  experimentation  are  implied  in  this  fourth  function 
of  the  bureau. 

"The  personnel  of  such  a  bureau  should  be  carefully  selected. 
During  the  first  years  of  its  operation  and  in  preparing  the 
final  form  of  organization,  its  work  should  be  supervised  by  a 
general  committee.  Immediate  responsibility  for  the  bureau 
should  be  in  the  hands  of  a  smaller  group  of  men  who  have 
shown  themselves  to  be  particularly  interested  in  human  quali- 
ties and  their  development.  If  properly  managed,  it  w'ill  re- 
quire part  time  from  at  least  three  men  of  professional  rank. 
The  chairman  of  this  smaller  group  should  be  responsible  for 
the  general  organization  of  the  plan  and  its  coordination  with 


TESTS  IN  STUDENTS'  ARMY  TRAINING  CORPS    183 

otlier  imiveisity  activities.  The  second  member  of  the  sub- 
committee should  be  a  specialist  who  is  thoroughly  acciuaiuted 
with  business  methods  and.  vocational  sju'cifications.  The  third 
member  slioukl  have  special  (lualities  fitting  hhn  for  pei-sonal 
contact  witli  the  student  and  for  tiie  wihiased  presentation  of 
the  re(iui lenient s  of  different  vocations.  The  direct  manage- 
ment of  the  affairs  of  the  bureau  should  be  in  the  hands  of  a 
secretaiy,  who  should  have  at  least  the  rank  of  an  assistant 
professor.  It  is  probable  that  practically  full  time  will  1)0 
reciuiied  of  this  man,  and  in  the  current  management  of  such 
a  bun'au  he  doubtless  will  be  the  important  active  member  of  it. 
"  The  proposed  bureau  does  not  present  a  scheme  for  voca- 
tional guidance.  If  an  institution  or  a  dean  feels  that  it  or  he  can 
properly  carry  the  responsiljility,  the  bureau  provides  the  only 
safe  procedure  for  obtaining  guidance  in  passing  out  such  ad- 
vice. We  believe  rather  that  an  institution  owes  it  to  its  student- 
body  to  provide  systematically  prepared  information  about  life 
and  its  business.  Further,  if  the  study  of  human  qualities  is 
to  be  removed  from  the  realm  of  palmistry  and  'get  rich  quick' 
schemes,  systematized  research  must  provide  the  means.  Per- 
sistent and  organized  research  of  this  type  must  be  done  in 
permanent  institutions  that  will  provide  continuous  and  ac- 
cessible records.  Several  years  of  cooperative  research  among 
widely  distributed  institutions  might  even  produce  principles 
for  vocational  guidance." 


CHAPTER  V 
PRACTICAL  APPLICATIONS  * 

"In  an  address  at  the  Personnel  Officers'  School  at  Camp 
Meigs  less  than  a  year  ago,  Major-General  Hutchinson,  C.  B.  D. 
S.  O.,  Director  of  Organization  of  the  British  Army,  spoke 
very  frankly  of  the  serious  mistake  of  Great  Britain  in  recruiting 
her  skilled  labor  indiscriminately  into  fighting  units.  They 
made  good  soldiers,  but  the  plan  seriously  interfered  with  the 
development  of  technical  units  and  the  '  output  of  many  vital 
things.' 

"No  one  has  computed  the  cost  of  bringing  back  those  skilled 
men  from  the  Western  Front  after  they  had  been  trained  as 
soldiers,  or  of  having  the  vital  things  made  elsewhere  that  might 
have  been  made  at  home.  If  it  had  not  been  for  the  great 
American  reservoir  of  skilled  labor  it  would  probably  have  cost 
the  war.  That  the  United  States  did  not  make  a  similar,  and 
with  the  exhaustion  of  the  reservoir,  a  disastrous  mistake  in 
the  military  distribution  of  our  skilled  labor  is  due  primarily 
to  the  Committee  on  the  Classification  of  Personnel  in  the 
Army. 

"The  work  of  this  committee  is  commonly  regarded  as  one 
of  the  great  contributions  of  civilians  to  the  efficiency  of  the 
Army.  It  is  probably  the  greatest  single  piece  of  mental  en- 
gineering that  has  ever  been  attempted  in  this  country.  But  it 
is  by  no  means  the  only  task  of  the  war  that  was  successfully 

*  The  introductory  section  is  quoted  from  an  article  entitled  "Mental 
Engineering;  During  the  War,"  by  Raymond  Dodge,  which  api)eared  in 
the  Avierican  Review  of  Reviews  for  May,  1919.  It  is  reprinted  here  in 
part  l)y  permission  of  the  Review  of  Reviews  Company. 

184 


PRACTICAL  APPLICATIONS  185 

met  by  an  application  of  the  principles  of  the  science  of  human 
behavior  to  war  conditions. 

"Mental  engineering  as  an  organized  war  service  of  American 
psychologists  began  at  an  informal  meeting  of  experim(nitalists 
in  the  spring  of  1917.  They  asked  th(>niselves  the  universal 
question,  what  they  could  do  to  help  win  the  war.  The  an.swer 
to  that  question  as  it  finally  evolved,  has  come  to  be  more  than 
a  matter  of  historic  interest,  more  than  a  war  measure,  more 
than  practical  applications  of  a  single  science.  It  is  a  permanent 
contribution  to  the  organization  and  utilization  of  human  forces. 
It  inevitably  projects  itself  into  the  great  reconstruction,  and 
supplies  at  once  a  prophecy  and  an  obligation. 

"The  work  of  the  Committee  on  the  Psychological  Examina- 
tion of  Recruits  was  another  of  the  nota})lc  mental  engineering 
achievements  of  the  war.  Its  original  purpose  was  to  help  to 
eliminate  from  the  Army  at  the  earliest  possible  moment  those 
recruits  whose  defective  intelligence  would  make  them  a  menace 
to  the  militaiy  organization.  But  the  military  value  of  an 
early  and  reliable  estimate  of  the  general  intelligence  of  each 
recruit  proved  enormously  greater  than  had  been  anticipated. 


"But  in  the  enormous  task  of  building  up  an  efficient  army 
organization  it  proved  important  to  discover  at  the  earliest 
opportunity  those  recruits  who  could  learn  the  new  duties  that 
were  required  of  them  as  soldiers  in  the  shortest  time.  To  train 
the  quick  learners  and  the  slow  learners  together  in  the  same 
companies  was  an  intolerably  wasteful  process.  Moreover,  the 
anny  needed  an  enormous  number  of  meii  with  sui:)erior  intelli- 
gence for  officers.  While  high  general  intelligence  did  not  guar- 
antee good  officer  material  it  was  a  conspicuous  fact  that  good 
officers  regularly  ranked  high  in  the  intelligence  tests.  In  the 
selection  of  men  for  officer  training  camps  mental  tests  were  ob- 
viously preferable  to  the  importunity  of  influential  friends. 
They  proved  greatly  superior  to  personal  iinjiressions. 


186  ARMY  MENTAL  TESTS 


NECESSITY   OF   A   SCIENTIFIC    BASIS 

"  For  a  variety  of  reasons  mental  testing  has  aroused  an  un- 
usually widespread  popular  interest.  It  was  initiated  and  first 
developed  in  France  as  a  scientific  instrument  for  educators. 
It  has  become  an  important  adjunct  to  the  juvenile  court,  and 
bids  fair  to  become  a  valuable  instrument  for  social  research, 
and  a  practicable  device  for  solving  a  considerable  number  of 
perplexing  educational  and  industrial  problems. 

"For  example,  the  various  trades  represented  in  the  draft 
made  rather  insistent  demands  not  only  on  physical  strength 
and  endurance  but  also  on  that  ability  to  meet  new  and  complex 
situations  which  we  call  general  intelligence.  We  commonly 
deplore  spoiling  a  first-class  mechanic  to  make  a  poor  executive. 
Apjmrently  the  scientific  measurement  of  general  intelligence 
will  go  a  long  way  in  estimating  whether  a  person  has  the  general 
intelligence  that  is  required  for  average  success  in  any  given 
trade  or  profession. 

"But  it  is  easily  possible  to  expect  too  much  of  mental  tests. 
Prophecy  of  the  future  is  vastly  more  difficult  than  a  record  of 
actual  developments  even  in  such  relatively  simple  matters  as 
the  weather.  The  only  final  indicator  of  the  inability  of  a  per- 
son to  succeed  in  a  profession  is  failure;  and  even  a  failure  may 
be  the  one  factor  in  the  complex  conditions  of  the  mental  life 
that  is  necessary  for  success.  In  view  of  the  suddenly  developed 
popular  interest  in  mental  tests,  it  is  necessary  to  point  out 
that  no  so-called  mental  test  is  of  the  least  scientific  value  unless 
it  rests  on  a  scientific  analysis  of  the  process  to  be  tested,  and 
unless  it  has  been  thoroughly  systematized  and  statistically 
evaluated.  The  preparation  of  the  army  tests  of  general  in- 
telligence was  a  notable  technical  achievement  of  far-reaching 
importance." 

Lieut.  Commander  Dodge  gives  in  a  succeeding  paragraph 
an  illustration  of  the  steps  necessary  to  the  analysis  of  an 
interesting  psychological  problem  and  to  the  preparation  of 


PRACTICAL  APPLICATIONS  187 

practical  methods  of  usins  tlio  solution  when  obtained.  The 
brilliantly  successful  solution  of  tiiis  problem  is  due  primarily 
to  his  skill  and  insight. 

"The  first  problem  that  was  referred  to  the  sub-committee 
on  vision  was  the  question  whether  we  had  any  way  of  selectinp; 
those  naval  recruits  who  could  be  trained  most  quickly  as  gun- 
pointers  for  the  armed  merchant  ships. 

"The  first  step  was  to  learn  exactly  what  a  gun-pointer  had 
to  do.  The  next  was  to  reduce  the  more  or  less  complicated 
processes  of  gun-pointing  to  their  simplest  neuro-muscular 
tenns.  It  was  a  definite  problem  for  analysis;  and,  because  of 
the  perfect  systematization  and  high  specialization  of  naval 
tasks  it  was  relatively  simple.  The  third  step  was  to  adapt  ap- 
proved scientific  technics  to  the  study  of  this  particular  complex 
of  neuro-nmscular  jirocesses.  For  this  purpose  an  instrument 
was  devised  that  would  show  all  ihv  following  facts  on  a  single 
record  lin(>:  1,  the  time  that  it  took  a  sailor  to  start  his  gun- 
pointing  reaction  after  the  target  at  which  he  was  aiming  started 
to  move;  2,  the  accuracy  with  which  he  was  able  to  'keep  on' 
the  moving  target;  3,  the  time  tiiat  it  took  him  to  respond  to  a 
change  in  the  direction  of  motion  of  the  target;  4,  the  ability 
to  pi-ess  the  firing  key  when  he  was  on;  5,  the  effect  of  firing 
on  his  pointing. 

"All  these  data  were  so  simi)litied  that  they  could  be  ac- 
curately estimated  from  simple  measurements  of  a  single  line 
without  elaborate  computations.  A  succession  of  records  in- 
dicated the  probable  quickness  with  which  the  sailor  would 
learn  the  new  coordinations.  The  final  step  was  to  test  the 
probahly  militaiy  value  of  our  instrument  and  its  records  by 
performances  of  expert  and  inexpert  gun-pointers. 

"The  first  trials  proved  the  u.scfulncss  of  the  device.  It 
clearly  differentiated  between  the  qualified  gun-pointers,  the 
partially  trained,  and  the  untrained.  It  picked  a  number  of 
promising  novices  and  indicated  the  faults  of  some  who  were 
slow  to  improve.     Predictions  based  on  the  records  were  uni- 


188  ARMY  MENTAL  TESTS 

formly  corroborated  by  subsequent  experience.  Somewhat 
later  it  was  possible  to  construct  a  robust  training  instrument 
along  similar  lines  that  was  rather  enthusiastically  reported  on 
by  various  Naval  officers,  and  was  widely  reproduced  by  the 
Navy  for  use  in  the  Naval  Training  Stations. 

"At  a  time  when  every  available  gun  was  needed  for  service 
afloat,  the  utility  of  our  relatively  simple  and  inexpensive  train- 
ing instrument  that  closely  reproduced  the  coordinations  of 
actual  service  needs  no  emphasis." 

The  emphasis  Lieut.  Commander  Dodge  places  on  the  neces- 
sity for  thorough  systematization,  analysis  and  statistical 
evaluation  is  timely.  The  spread  of  the  use  of  the  army  in- 
telligence tests  and  the  numerous  requests  for  data  regarding 
them  make  the  emphatic  reiteration  of  this  caution  extremely 
important. 

Army  tests  were  prepared  for  a  specific  purpose.  The  suc- 
cessful results  obtained  were  due  in  large  measure  to  the  strict 
limitation  of  use  to  that  purpose.  Any  educational,  social  or 
industrial  applications  the  tests  may  have  must  necessarily  be 
less  successful  in  that  degree  in  which  the  aim  and  the  groups 
tested  differ  from  the  selected  group  reporting  to  the  great 
cantonments  to  be  trained  as  soldiers.  New  standards  for 
these  tests  must  be  formulated.  New  tests  will  need  to  be  de- 
vised in  many  instances.  Especially  will  it  be  necessary  to 
reinterpret  results  and  establish  new  critical  points  in  the  scale. 

EDUCATIONAL   APPLICATIONS 

The  group  method  of  examining  school  schildren  for  general 
intelligence  is  already  in  use.  It  is  proving  important  as  a 
method  of  making  rapid  school  surveys  for  states  and  cities. 
Within  these  units,  it  enables  school  principals  to  make  frequent 
surveys  of  class  rooms  in  order  to  discover  promptly  pupils 
who  are  retarded  or  who  are  being  held  in  grades  too  easy  for 
their  ability.  These  rapid  surveys  indicate  quickly  and  with 
a  high  degree  of  accuracy  the  students  who  need  special  atten- 


PRACTICAL  APPLICATIONS  189 

tion.  They  point  out  those  cases  that  need  more  careful  in- 
dividual examination,  and  give  standards  of  measurement  that 
possess  a  much  greater  degree  of  reliability  than  have  those 
used  horotofore. 

A  very  respectable  list  of  group  tests  for  school  purposes  is 
available  to-day.  Some  of  those  are  adaptations  of  the  army 
tests.  One  from  which  extremely  interesting  results  may  be 
expected  is  being  used  in  the  Mrginia  School  Survey.  School 
surveys  are  in  ]irogr(>ss  in  other  states  using  the  army  intelli- 
gence test  in  the;  form  described  in  this  ])ook.  Other  group 
tests  in  use  are  to  gnviter  or  less  degree  divergent  in  content 
but  utilize  the  princii)l('s  described  a])0ve  in  Chapter  II.  Under 
th(!  direction  of  the  National  Research  Council,  a  group  test 
especially  planned  for  school  children  is  now  being  prepared. 
A  study  of  the  army  tests  in  the  selection  and  rating  of  ele- 
mentary and  high  school  teachers  is  in  progrc^ss. 

Correlation  coefficients  for  the  army  alpha  test  and  other 
measurements  of  intelligence  were  presented  on  page  20.  An 
especially  severe  test  of  the  army  intelligence  tests  is  shown 
there  in  the  correlation  of  school  grade  location  of  thirteen  and 
fourteen  year  old  pupils.  The  coeffic;ients  of  correlation  range 
from  .75  to  .9L  Numerous  factors  work  against  such  iiigh 
correlations,  for  example,  the  tendency  of  schools  to  try  the 
liackward  jiupils  in  advanced  grades  regardless  of  attainment; 
the  large  numbers  of  those  who,  discouraged  by  being  forced  to 
remniii  in  classes  with  pupils  much  younger  than  they  or  by  the 
difficulty  of  the  work,  drop  out  of  school  entirely;  and  also  the 
chance  that  brighter  pui)ils  because  of  youthfulness  arc  held 
back  and  forced  to  go  more  slowly  than  their  ability  warrants. 
Two  of  these  factors  tend  to  displace;  correct  grade  location. 
The  other  materially  reduces  the  probable  range  and  thereby 
tends  to  lower  correlations.  In  spite  of  these  factors,  high 
correlations  are  shown. 

The  following  table  gives  the  distribution  for  139  school 
children  who  took  Examination  A.    This  is  the  first  annv  form 


"190 


ARMY  MENTAL  TESTS 


of  the  examination  for  literates.  The  table  is  given  here  as  a 
sample  of  the  results  obtained  in  preparing  for  the  revision  of 
this  examination  which  resulted  in  alpha.  No  alpha  results 
other  than  correlations  are  (luoted.  No  school  should  expect 
exactly  similar  scatter  tables.    The  correlation  here  is  .  821. 

TABLE  12 


Grade 
score 

4h 

4a 

oh 

Ga 

ah 

(ki 

7h 

7a 

Sh 

8a 

fJh 

Oa 

300-319  .. 

280-299  .. 

1 

5 

6 

260-279  .. 

2 

4 

2 

8 

240-259  .. 

1 

2 

2 

4 

1 

10 

220-239  .. 

8 

1 

2 

11 

200-219  .. 

4 

7 

3 

3 

1 

18 

180-199  .. 

1 

2 

3 

3 

6 

1 

16 

160-179  .. 

1 

2 

6 

6 

2 

17 

140-159  .. 

1 

3 

7 

3 

2 

1 

17 

120-139  .. 

1 

5 

4 

2 

1 

2 

15 

100-119  .. 

1 

2 

1 

4 

80-99. .  . 

1 

1 

3 

1 

6 

60-79. .  . 

1 

1 

2 

1 

5 

40-59. .  . 

2 

1 

1 

4 

20-39. .  . 

1 

1 

0-19..  . 

1 

1 

Total 

2 

6 

3 

5 

11 

12 

24 

21 

27 

12 

15 

1 

139 

The  beta  test  (the  army  group  test  for  illiterates  and  for- 
eigners) has  also  been  used  in  testing  school  children.  Cases 
numbering  597  representing  all  grades  give  the  correlations 
age  with  score  .76,  school  grade  with  score  .85.  One  feature  of 
the  new  tests  now  being  developed  is  that  the  characteristics 
of  the  alpha  and  beta  tests  are  combined  in  a  single  scale.    At 


PRACTICAL  APPLICATIONS  191 

the  close  of  active  psychological  work  in  tlic  Army,  such  a  com- 
bined test  was  almost  completed  for  army  use. 

A  plan  for  the  specific  experimental  use  of  intelligence  tests 
in  the  s(;hools  was  presented  l^y  Major  Yerkes  in  his  Harvey 
lecture  cited  above.  It  is  in  line  with  results  obtained  by  sim- 
ilar experiments  in  the  Army. 

"From  leaders  in  our  school  systems,  from  administrative 
officers  and  teachers  in  colleges  and  professional  schools,  and 
from  specialists  in  educational  psychology  come  requests  for 
permission  to  use  the  army  mental  tests.  It  is  the  hope  of 
many  of  these  men  that  mental  ratings,  as  soon  as  it  is  made 
possible*  to  secure  them  conveniently  and  reliably,  may  be  used 
in  our  puljlic  schools  as  partial  basis  for  grading,  promotion  and 
vocational  advice;  that  they  should  prove  valuable  also  in  in- 
stitutions of  higher  learning  as  partial  l)asis  for  admission,  classi- 
fication, grading,  promotion,  assignment  to  special  work,  and 
vocational  guidance.  Such  applications  of  mental  measurement 
would,  it  is  true,  radically  change  our  educational  system,  for 
at  present  mental  achievement,  the  extent  of  information  or 
the  lack  of  it  is  virtually  the  sole  basis  for  admission,  classifica- 
tion and  promotion.  Mental  measurement  of  school  pupils, 
college  and  jirofessional  students  indi{;ate  extreme  differences 
in  mental  ability  throughout  the  educational  range  as  well  as 
important  differences  in  the  mental  constitution.  These  facts 
nmst  be  taken  into  account  if  educational  procedure  is  to 
benefit  the  individual  in  highest  degree.  It  therefore  is  pro- 
liosed  that  children  should  be  classified  in  accordance  with 
nuMital  ability  either  as  they  enter  school  or  shortly  thereafter 
and  that  mental  abihty  should  thereafter  be  taken  into  account 
in  connection  with  their  educational  treatment. 

"The  following  plan  is  therefore  proposed  as  a  means  of 
utilizing  mental  ratings  in  the  interests  ahke  of  education  and 
of  vocational  placement. 

"On  the  basis  of  reliable  mental  ratings,  ciiildren  should  be 
classified  in  one  of  three  intellectual  groups,  which  may  be 


192  ARMY  MENTAL  TESTS 

designated  by  the  letters  A,  B,  and  C.  Group  A  would  consist 
of  children  of  supc^rior  intelligence,  group  C,  of  children  pos- 
sessing relatively  inferior  intelligence;  and  group  B,  of  those 
of  intermediate  grade.  The  three  groups  would  not  necessarily 
be  of  equal  size. 

"Mental  classification  having  been  effected,  educational 
treatment  should  be  adapted  to  the  needs  and  possibilities  of 
the  individual.  To  this  end  the  following  facts  must  be  recog- 
nized: (1)  that  both  rate  of  educational  progress  and  limit  of 
educability  are  conditioned  chiefly  by  degree  of  native  or  inborn 
mental  ability,  (2)  that  range  of  vocational  choice  varies  directly 
with  mental  ability.  We  have  assumed  that  the  children  of  a 
given  grade  will  be  classified  in  three  groups  which  shall  be 
taught  either  in  the  same  classroom  or  in  different  rooms.  Each 
section  shall  be  permitted  and  required  to  progress  in  accord- 
ance with  its  mental  ability,  thus  group  A  might  readily  pass 
through  the  grades  at  twice  the  speed  of  group  C. 

"Up  to  a  certain  point  in  the  educational  development  these 
three  groups  can  profitably  follow  the  same  course  of  instruc- 
tion. This  point  is  the  completion  of  the  fifth  grade  of  elemen- 
tary school.  By  the  time  this  stage  of  educational  development 
has  been  achieved,  many  individuals  of  the  C  group  will  exhibit 
difficulties  in  learning  and  diminution  of  interest,  both  of  which, 
as  a  rule,  indicate  approach  to  the  limit  of  one  particular  sort 
of  educability.  In  recognition  of  the  fact  that  there  is  a  limit 
to  the  educability  of  every  living  being,  the  diagram  indicates 
that  after  the  fifth  grade  divergent  series  of  courses  will  be 
followed  by  the  three  groups.  The  A  grade  pupils  may  profit- 
ably continue,  if  they  have  the  will,  their  primarily  intellectual 
course  of  training  toward  those  vocations  or  professions  which 
require  high  grade  intelligence  and  excellent  educational  train- 
ing. The  middle  grade  individuals  may  more  profitably  follow 
a  course  in  preparation  for  highly  skilled  industrial  vocations 
or  those  lines  of  professional  work  Avhich  make  less  exacting 
educational  and  intellectual  requirements  than  do  the  leariied 


PRACTICAL  APPLICATIONS  193 

professions,  so  called.  Pupils  of  grade  C  should,  by  contrast, 
follow  a  manual  traininfi;  course  as  a  means  of  continuing  to 
its  limit  tluur  intellectual  development  and  simultaneously 
fitting  tiienisclv(^s  for  the  most  appropriate  type  of  vocati<^nal 
activity. 

"Mental  classification  and  educational  treatment  in  accord- 
ance with  the  same,  althougii  seemingly  undemocratic,  is  quite 
the  reverse.  While  boasting  of  equality  of  opportunity  in  our 
national  life  and  particularly  in  our  educational  system,  we  are, 
as  a  matter  of  fact,  sei'iously  discriminating  against  individuals 
because  of  our  failure  to  take  their  characteristics  and  needs 
into  account.  Equality  of  opi)ortunity  in  our  schools  necessi- 
tates classification  in  accordance  with  ability,  individualized 
treatment,  recognition  of  limitations  and  of  jiractical  limits  of 
educability,  differentiation  of  courses,  and  vocational  direction 
and  training  wiiich  shall  enable  i\\v  individual  to  avoid  failure 
by  reason  of  undertaking  the  iin)M)ssil)le  or  waste  because  of 
the  choice  of  an  occupation  which  makes  slight  demand  upon 
the  abihty  of  the  individual."  * 

SOCIAL  SIGNIFICANCE 

The  army  data  on  racial  differences  are  meagre.  The  intro- 
duction and  development  of  the  group  tests  and  the  invention 
of  successful  individual  and  group  methods  for  testing  the  il- 
literate and  non-Iuiglish  speaking  will  now  make  it  feasible  to 
carry  out  experiu)ents  in  mental  testing  that  have  previously 
been  impossible.  It  seems  within  the  bounds  of  reason  to 
prophesy  the  development  of  methods  that  will  finally  aid  in 
defining  racial  and  environmental  likenesses  and  differences. 
For  the  present  two  or  three  steps  of  social  significance  are 
indicated. 

The  problem  of  illiteracy  has  been  (unphasized  by  the  re- 

*  This  plan  was  more  fully  d('scril)c>d  in  Nalioiial  School  Sendee,  Feb.  15^ 
1919,  pp.  G-7. 


194  ARMY  MENTAL  TESTS 

cruiting  of  the  draft  army.  Attention  has  been  focussed  on  this 
great  educational  problem  by  the  facts  brought  out  by  the 
Army's  attempt  to  instruct  the  draft.  Psychological  methods 
have  aided  in  the  discovery  of  those  unable  to  learn  and  in  the 
classification  according  to  literacy.  The  group  method  of 
examining,  checked  up  later  by  individual  examination  for 
failures,  throws  each  man  on  his  own  resources.  It  establishes  a 
check  on  progress  after  leaving  school  and  by  careful  use  will 
shortly  enable  us  to  standardize  a  practical  definition  of  illiteracy 
or  literacy. 

Many  men  in  the  Arniy  reporting  fourth  and  fifth  grade 
schooling  proved  unable  to  make  scores  in  the  army  test  for 
literates  (alpha)  because  they  could  no  longer  read  in  anything 
but  a  halting  manner  and  because  the  simple  arithmetic  prob- 
lems carried  no  meaning.  Many  of  these  write  letters  with 
frequent  misspelled  words  and  no  longer  read  more  than  a  few 
of  the  headhnes  in  newspapers.  The  general  intelligence  exam- 
ination offers  an  objective  standardized  test  both  in  the  school- 
room and  without,  to  measure  actual  ability  in  mastery  of  these 
important  social  tools.  The  discovery  of  the  semi-literate  is  a 
secondary  use  of  the  group  test.  Its  correlation  with  school 
grade  is  high ;  and  the  results,  in  the  primary  grades,  are,  there- 
fore, excellent  indications  of  success  in  the  mastery  of  the  neces- 
sary elementary  equipment  of  a  citizen. 

The  interrelations  of  illiteracy,  crime,  prostitution,  poverty, 
mental  disease  and  mental  deficiency  are  by  no  means  clear. 
The  methods  of  investigation  are  in  their  infancy.  Means  of 
measuring  degrees  of  importance  of  this  or  that  factor  are  still 
primitive.  The  very  definition  of  the  traits  that  may  or  may 
not  be  responsible  for  the  soc;ial  results  enumerated  is  still  to 
be  accomplished.  Specific  delimitation  and  formulation  of 
these  problems  are  much  needed. 

In  lieu  of  something  better  the  anny  methods  of  testing  in- 
telligence were  used  to  assist  if  possible  in  the  solution  of  these 
pressing  problems.    The  question  of  discipline  is  extremely  im- 


PRACTICAL  APPLICATIONS  195 

poit;int  to  tlio  morale  and  efficioncy  of  an  Army.  It  sccmod 
probable  that  one  of  the  causes  of  crimes  in  the  army  is  the  lack 
of  a  sense  of  i-esponsibility  due  to  feel)le-mindedn(»ss.  Many 
sununary  court  cases  were  first  tested  by  the  army  psychologists. 
They  were  called  in  to  testify  in  numerous  other  instances. 
Minor  breaches  of  discipline  were  frequently  reported  to  the 
psychologist  for  examination  and  rcconmiendation.  It  was 
not  an  unusual  sight  in  the  camps  to  see  a  soldier  under  guard 
in  the  psychological  building  awaiting  mental  examination. 

A  complete  survey  of  the  Disciplinary  Barracks  at  Fort 
Leavenworth  was  made  shortly  after  the  armistice.  The  details 
of  the  study  cannot  be  reported  here.  On  the  whole  the  group 
averaged  in  mental  ability  the  equivalent  of  the  entire  draft. 
The  range  of  intelligence  was  approximately  the  same.  Certain 
differences  in  mental  capacity  were  api^arently  related  to  crimes 
of  special  sorts.  Desertion  correlatetl  positively  with  low  men- 
tality though  the  correspondence  was  not  high.  The  actual 
percentage  of  low  grade  mental  cases  increased  with  certain 
other  army  offenses.  The  preliminary  nature  of  the  study  nuikes 
it  unwise  to  quote  extensively  from  the  report. 

The  army  tests  have  recently  been  used  in  surveys  of  state 
reformatories  and  state  pi'isons.  The  argument  states  that  the 
transfer  of  the  mentally  deficient  to  state  institutions  for  the 
feeble-minded  and  defectives  would  relieve  the  prisons  of  per- 
sons who  do  not  properly  belong  there,  would  reduce  the  expense 
of  their  care,  and  place  them  where  they  would  not  be  turned 
loose  again  in  a  society  where  they  cannot  protect  themselves. 
Thus  a  necessary  first  step  would  be  taken  in  the  solution  of 
causes  of  crime  by  the  classification  of  these  men  and  women 
on  the  basis  of  intelligence. 

The  evidence  so  far  does  not  indicate  that  the  problem  is 
solved  by  this  classification.  On  the  contrary  it  indicates 
rather  definitely  that  other  causes  or  facilitating  conditions 
are  largely  responsible.  The  negative  character  of  the  evidence 
is  important.     Where  positive  correspondence  of  crime  with 


196  ARMY  MENTAL  TESTS 

feeble-mindedness  exists  we  can  proceed  at  once  with  segrega- 
tion. Classification  by  such  progressive  steps  becomes  easier 
as  on(i  after  another  of  the  causes  arc  uncovered  and  removed. 

The  significance  of  mental  tests  is  greater  in  the  cases  of 
prostitution  studied.  In  several  hundred  cases  investigated  by 
the  psychologists,  53  per  cent  of  the  women  were  ten  years 
mental  age  or  less;  10  per  cent  were  so  feeble-minded  that  they 
should  have  been  placed  in  custodial  institutions.  These  results 
correspond  to  previous  results  obtained  in  many  parts  of  the 
country.  A  large  percentage  of  those  who  tested  above  ten 
mentally  showed  marked  evidence  of  mental  instability  and 
in  some  instances  definite  mental  disease.  A  relatively  small 
number  cculd  be  said  to  be  mentally  normal. 

Studies  of  conscientious  objectors  by  means  of  the  psycho- 
logical examinations  showed  that  they  averaged  slightly  higher 
as  a  group  than  the  draft.  A  few  were  foreign  born,  but  the 
cause  evidently  must  be  sought  elsewhere  than  in  either  of 
these  conditions.  The  clannish  nature  of  the  groups  that  fur- 
nished the  majority  of  the  conscientious  objectors  has  been 
suggested  as  the  condition  underlying  their  failure  to  appreciate 
the  aims  and  ideals  of  the  great  mass  of  men  and  women. 
Whatever  the  cause  or  condition,  it  does  not  seem  to  lie  in  any 
difference  of  general  mental  ability.  Again  the  evidence  is 
negative,  but  one  of  the  most  common  explanations,  ignorance 
as  evidenced  in  lack  of  mental  capacity,  can  no  longer  be  offered. 

INDUSTRIAL   APPLICATIONS 

The  following  discussion  is  quoted  in  the  main,  from  a  manu- 
script by  Major  Yerkes. 

The  convincing  demonstration  of  the  practicability  of  mental 
measurement  in  connection  with  placement  is  one  of  the  con- 
spicuously important  contributions  of  psychological  service  to 
the  Army.  It  is  generally  admitted  by  those  who  have  taken 
the  trouble  to  consider  the  matter,  that  the  methods  prepared 
to  meet  militaiy  needs  have  wide  applicability  and  possibility 


PRACTICAL  APPLICATIONS  197 

of  indefinitely  increasing  value.  Within  the  Army,  cxperitMiced 
officers  as  well  as  men  new  to  the  service  recognize  that  the 
utilization  of  mental  ratings  has  increased  efficiency  \)y  im- 
proving placement  and  facilitating  elimination.  Psychological 
service  has  suddenly  created  a  large  demand  for  technohjgical 
work.  This  demand  is  most  insistent  from  education  and  in- 
dustry, although  the  sciences  also  ai"e  making  tht^ir  n(!eds 
known.  Before  the  war  mental  engineering  was  a  dream;  to-day 
it  exists,  and  its  effective  develoi)ment  is  amply  assur(>d. 

The  relation  of  intelligence  to  occupation  as  studied  in  tiu; 
Army  is  of  very  obvious  importance  for  education  and  for  in- 
dustry. Figure  24  presents  the  projiortion  of  the  three  chief 
groups  of  intelligence  ratings  for  a  number  of  army  occupations. 
The  data  are  not  comparable  with  those  which  would  be  ol)- 
tained  from  civilian  groups  because  of  various  selectional  factors 
which  appear  in  the  Army. 

In  order  of  diminishing  intelligence  the  occupational  groups 
represented  in  Figm-e  24  may  be  classified  thus:  professions, 
clerical  occupations,  trades,  partially  skilled  labor  and  unskilled 
labor.  The  greatest  differences  in  intelligence  required  or  ex- 
hibited by  different  occupations  appear  at  the  ends  of  the 
scale,  whereas  diffc^rences  in  the  trained  group  arc  relatively 
slight.  Further  differences  in  range  of  intelligence  for  the  va- 
rious occupations  are  considerable  and  probably  significant. 
The  range  in  general  diminishes  from  unskilled  labor  to  the 
intellectually  difficult  professions  for  the  obvious  reason  that 
whereas  any  individual  may  attempt  tasks  which  require  rela- 
tively little  intelligence  or  education,  only  able  individuals  can 
succeed  in  the  learned  professions.  It  is  well  worthy  of  n^mark 
that  whereas  the  group  of  army  laborers  contains  few  individuals 
of  high  grade  intelligence  (A  or  B  ratings),  the  group  of  engineer- 
ing officers  contains  very  few  except  high  grade  individuals. 

Figure  25  presents  the  relation  of  intelligence  to  occupation 
for  a  similar  group  of  army  occupations  but  in  quite  diff(^rent 
manner. 


198 


ARMY  MENTAL  TESTS 


D- 


D      I      C-    I      C      I      C+  I      B      I      A      I 


C-^ 


Laborer  .  . 
Cen.  miner 
Toamster  . 
Barber  .  . 


c  < 


Uorseshoer  .  .  .  — — 

Bricklayer  .  .  

Cook: 

Baker 

Painter  

Gen.  blaokamith  .  .  — 
Gen.  carpenter  .  .  . 

Butcher  

Gen.  machinist  .  .  . 
Hand  riveter  .... 
Tel.  &   tel.  lineman  . 
Gen. pipefitter  .  .  . 

Plumber  

Tool  and  g&ugo   maker 

Gunsmith  

Gen.  mechanio  .  .  .  . 
Gen.  auto  repairman  . 
Auto  engine  mechanic 
Auto  aaeembler  .  .  . 
Ship  carpenter  .  .  . 
Telephone  operator  . 


C4^ 


Concrete  const. 
Stock-keeper  . 
Photog^rapher  . 
Telegrapher  .  . 
R.R.  clerk  .  . 
Piling  clerk  . 
Gen.  clerk  .  . 
Army  nurae  .  . 
Bookkeeper    .    . 


Dental  officer   .    .    . 
Mechanical  draftsrr-n 

Accountant    

Civil   engineer   .    .    . 
MediOEil   officer   .    .    . 


inocr   officer 


"c=n   c   I   en   B    I   a" 


D 


Figure  24. — Occupational  intelligence  standards.  Based  on  data  for 
18,423  men.  Data  taken  from  soldiers'  qualification  cards.  Length  of 
bar  shows  range  of  middle  50  per  cent.  Vertical  crossbar  shows  position 
of  median. 


PRACTICAL  APPLICATIONS  199 

The  data  sampled  by  Figures  24  and  25  suggest  both  the 
possibiUty  and  th^sirability  of  securing  intelligence  specifications 
for  use  in  ('diication  and  industry.    Such  sp(,'cifications,  if  satis- 

OCCUPATION5  NQCASCS   /.  BCFA 

ENG  OrF5    1^        I  i   675 

MED   OFFS    l^^y":y-"\  I  I   407 


37   ArrnuNTANTsr-^       ,.  •:                   i  i  2  64-  0.8 

38b  BOOKKEEPERS  I             -       ■■     "":  i        ~  4.Sft  17 

APMV  NIIR.SF.SP            ;  I             I  5  92 

38^  CLERKS       i"'  ■"'.'M-JitiSm/ .    ■  7' \  I         I  l5flQ  1.5 

iq$  Fi  R-TPiriANs  m'  -'.  ^i^j'^ami^ : ::::^7?ri  !     i  499  3.4 

311  Tri  Fr.p^PHFP.sr-"'--:rTjrri;:nr-  .■r.-.i:-/r/:?-a  i    i  26  1  2.3 

185  ST0CKKEEPER5K;::;^Fr4'g;irr  .T::'^i^i}im  i  i  4-12  3.4 

24^  AUTO  REPAIRMENME:^SZgl!^lJ«llliiS-- \m^^=--=i      '  3  1249  8.6 

6^  MAC H I N I5T.5  11^              i|||ll|ii|M 'i'  I 


I4p  PLUMBERS 


^r7^-:::msmF,v^-'r.  ■■'.-.■<     1 1  \Z3\  14.9 
■^-  ».iW!Pji:Tnr7~ '—"•""'    n    Z70  1 7.0 
?3t  TRUCK  DRIVERS  mm.'z.'i..^r^i!m^^^^i^^x^nzzz:i^B  1019  1 3.0 

7^  BLACKSMITHS   — L.^"^  FiiiffgiTZl^nilTr:.:^  351    2t6 

8^  CARPENTERS  ■■ii:ji::zr2E]niffiZ]g5ZS3=n     79Z  I  ?:o 
40cC00K5      wa^mLiziiziiznznuizrirD   435  28.3 

45  BARBERS     11^  ^^'■^'-,%-r-^;:.-,\    II  377   271 

27h  HORSE  H05LR5  ■^ITmrT:^ ^TTXIO  I02  I     292 

12^  MINERS         —  .^1---    i,,';  ,„  A-^J- ^TTTl  852    30.2 

3.    LABORERS   MlMMMLZZIEIZIinESSlEID  14  5  3  32.4 

D-        D  C-      C_C+  B        A 


FifiURE  2.'). — Relation  of  occupation  to  intelligence  in  the  army. 

factorily  prepared,  should  greatly  assist  teachers  in  advising 
and  directing  pupils  in  accordance,  for  example,  with  some 
such  plan  of  educational  organization  as  has  been  suggested 
al)Ove.  They  should  also  prove  of  value  in  connection  with 
indust  rial  placement . 

Within  the  industrial  sphere,  as  contrasted  with  educational. 


200  ARMY  MENTAL  TESTS 

intelligent  employment  management  requires  abundant  infor- 
mation and  the  development  and  use  of  scientific  methods. 
Individuals,  if  hired  and  placed  at  random,  seldom  hold  their 
jobs  for  more  than  a  few  days.  The  enormous  labor  turnover 
of  many  industrial  concerns  is  due  chiefly  to  three  causes: 
(a)  the  relative  unfitness  (by  nature  or  training)  of  the  individual 
for  the  work  assigned,  (b)  unsatisfactory  conditions  of  labor 
and  (c)  the  mechanization  and  the  resulting  dehumanizing  of 
industrial  processes. 

For  wise  and  effective  industrial  placement  and  occupational 
guidance,  two  things  at  least  are  absolutely  essential:  first, 
definite  knowledge  of  the  physical  and  mental  requirements 
(specification)  of  the  job,  and  second,  equally  definite  knowledge 
of  the  physical  and  mental  characteristics  and  capacities  of  the 
individual  to  be  placed. 

If  these  requirements  are  to  be  met  satisfactorily,  occupations 
will  have  to  be  carefully  analyzed  in  their  relations  to  the  in- 
dividual and  definite  specifications  will  have  to  be  prepared. 
In  addition,  individuals  will  have  to  be  classified  in  accordance 
with  intelligence,  temperament,  education  and  occupational 
taste  or  preference.  It  is  now  possible  to  prepare  specifications 
and  suitably  to  classify  individuals  with  reference  to  intelli- 
gence, education  and  occupational  taste. 

For  the  present  at  least  it  is  probable  that  if  three  grades  of 
intellect  were  distinguished  in  industry,  as  has  been  suggested 
for  the  school,  a  very  great  gain  would  be  made  in  degree  of 
fitness  of  the  individual  for  his  task,  and  in  his  resulting  con- 
tent and  efficiency. 

Concerning  temperamental  measurement  and  classification, 
there  is  little  to  say,  for  methods  at  once  simple  and  reliable 
are  not  yet  available.  It  is  nevertheless  obvious  that  tempera- 
ment is  as  important  as  intelligence  for  industrial  placement 
and  vocational  guidance.  Despite  the  seemingly  infinite  variety 
of  temperaments,  there  are  probably  just  a  few  classes  which 
have  great  occupational  importance.     It  is  possible,  indeed, 


PIIACTICAL  APPLICATIONS  201 

that  even  three  classes,  as  in  the  case  of  inteUisence,  might 
suffice  for  iuimecHate  practical  requirements,  could  we  but  de- 
vise methods  of  measuring  temperamental  characteristics  as 
satisfactory  as  those  now  used  for  nu^asuring  intelligence. 

The  concrete  significance  of  general  intelligence  testing  is 
difficult  to  describe.  It  is  conceivable  that  some  occupation 
will  show  a  perfect  degree  of  correspondence  between  score  and 
success.  If  such  an  occupation  were  ever  found  the  application 
of  the  test  to  candidates  for  positions  in  that  occupation  would 
be  seen  to  be  the  best  measure  possible.  No  one  expects  to  find 
such  an  occupation.  That  correspondence  between  school  suc- 
cess and  the  tests  is  relatively  high  is  shown  above.  Clerical 
workers  succeed  in  general  in  proportion  to  score;  but  many 
other  factors  are  to  be  considered  even  in  these  cases  of  positive 
correlation.* 

An  illustration  of  a  negative  correlation  or  correspondence  is 
given  in  the  following  table  compiled  from  records  of  a 
group  of  machine  operators.  Here  the  correlation  between 
production  and  the  army  test  scores  is  — .087, 

Distribution  tables  comparing  score  and  errors  and  score  and 
combined  production  and  errors  for  this  special  group  of  oper- 
ators give  similar  results.  Two  things  are  at  once  apparent. 
A  number  of  girls  are  putting  in  their  time  on  work  at  which 
thc^y  do  not  excel.  Some  of  these  have  high  intelligence  scores, 
some  have  extremely  low  scores,  but  neither  group  is  producing 
results  comparable  with  those  of  a  third  group  of  girls  whose 
intelligence  is  nearer  the  average  for  the  entire  group.  In  the 
second  place  the  evidence  points  definitely  to  other  factors  than 
intelligence  as  important  in  determining  the  success  of  an  op- 
erator. 

In  this  instance  the  intelligence  test  may  be  said  to  have 
shown  that  certain  girls  are  not  doing  work  in  which  they  excel. 

*  See  an  excellent  discussion  of  the  problem  in  an  article  by  T.  L.  Kelley 
in  The  Journal  of  Applied  Psijchologij,  March,  1919,  entitled  "Principlce 
Underlying  the  Classification  of  Men," 


202 


ARMY  MENTAL  TESTS 


TABLE  13 

Alpha  Score 


o 

o 

O 
CO 

o 

o 

o 

CO 

o 

o 

o 

o 
o 

o 

o 

o 

CO 

o 
^+1 

o 

o 

CO 

o 

o 

GO 

o 

iM 

f 

■4^ 

400 
390 
380 
370 
360 
350 
340 
330 
320 
310 
300 

1 

1 
1 

1 

1 

1 
1 

1 

1 
1 

1 

1 

1 

2 

1 
1 

1 
4 

2 
2 

3 

290 

2 

1 

1 

2 

6 

280 

1 

2 

1 

1 

5 

270 

1 

1 

2 

5 

C^ 

260 

2 

1 

2 

1 

3 

1 

10 

^ 

250 

1 

2 

1 

6 

240 

3 

1 

2 

1 

1 

1 

10 

230 

1 

1 

1 

1 

5 

3 
^ 

220 
210 
200 
190 
ISO 

1 
1 

1 

1 
1 

1 
1 

1 
3 

2 

2 
2 

2 
1 
5 

1 

1 

1 
1 

1 

1 

1 

10 
7 

15 
3 
3 

170 

1 

1 

1 

160 

1 

1 

2 

150 

1 

1 

1 

3 

140 

130 

120 

110 

1 

1 

f 

2 

1 

1 

12 

13 

12 

17 

21 

6 

7 

8 

2 

3 

0 

0 

0 

1 

0 

0 

0 

106 

PRACTICAL  APPLICATIONS  203 

The  problem  of  finding  what  they  would  excel  in  is,  of  course, 
untouched.  The  results  also  indicate;  the  need  for  a  more  de- 
tailed analj^sis  of  the  particular  task. 

The  list  of  cautions  in  the  use  of  tests  is  already  a  long  one, 
but  many  more  might  be  added.  In  this  chapter  certain  fields 
that" are  open  and  ready  for  the  intensive  labor  that  accom- 
panies research  have  been  described  briefly.  The  most  dan- 
gerous thing  that  can  happen  is  to  have  education,  economics, 
sociology  and  industry  accept  the  results  of  mental  tests  un- 
critically and  with  haste  for  immediate  service  that  does  not 
permit  careful  stud}'^  and  additional  research.  The  army  dem- 
onstration has  proved  conclusively  the  value  of  psychological 
investigations.  But  it  established  another  idea  equally  im- 
portant— the  value  of  group  cooperation. 

The  following  quotation  from  Lieut.  (Jommandcr  Dodge  em- 
phasizes this  point: 

Value  of  Group  Cooperation 

"The  list  of  incompleted  services  that  were  cut  short  of  full 
fruition  by  the  signing  of  the  armistice  would  be  too  long  to 
even  mention  here,  though  it  would  include  some  of  the  more 
difficult  and  important  enterprises  of  psychological  service. 

"The  most  important  facts  that  appeared  in  the  war  work 
of  the  psychologists  were,  first,  the  value  of  the  applications  of 
the  principles  of  psychology  to  concrete  militarj^  problems;  and, 
second,  the  importance  of  cooperation  in  practical  scientific 
service.  To  the  military  tasks  the  psychologists  brought  their 
appreciation  of  the  distinctly  human  and  mental  aspects  of  the 
problems  that  were  involved,  their  training  in  the  technic  of 
mental  analysis,  their  laboratory  methods  for  estimating  human 
reactions,  and  their  ingenuity  in  developing  new  instruments 
for  special  purposes. 

"But  in  no  case  was  the  necessary  skill  and  practical  expe- 
rience in  the  possession  of  any  one  person.  The  best  work  of  the 
psychologists  was  the  product  of  group  cooperation  for  which 


204  ARMY  MENTAL  TESTS 

the  far-sighted  guidance  of  the  chairman,  Major  R.  M.  Yerkes, 
and  his  colleagues  of  the  National  Research  Council  was  an 
important  condition.  Success  in  our  undertakings  would  have 
been  impossible  without  the  will  to  cooperate  with  each  other, 
with  representatives  of  the  other  sciences,  with  employment 
managers,  industrial  and  educational  experts,  as  well  as  with 
officers  of  the  Army  and  Navy.  While  it  was  not  always  easy 
to  convince  responsible  persons  that  we  could  help,  when  they 
were  once  convinced  the  only  limit  to  our  service  was  the  limit 
of  human  endurance.  At  the  end  of  the  war,  avenues  were 
opening  for  genuine  cooperation  in  scientific  matters  between 
the  various  scientific  bodies  of  the  Allies. 

"At  the  conclusion  of  our  war  work  two  real  dangers  confront 
us,  one  military  and  the  other  social.  The  military  danger  is 
that  with  the  passing  of  the  military  crisis  we  shall  stop  our 
study  of  the  mental  factors  in  war.  If  some  other  country 
with  more  permanent  policies  should  take  up  the  mental  anal- 
yses where  we  have  left  them,  and  develop  a  real  military 
psychology,  they  would  have  a  military  instrument  vastly  more 
effective  than  42-cm.  guns. 

"But  even  if  the  efforts  of  our  statesmen  are  successful  and 
war  is  forever  abolished,  the  relative  importance  of  psycholog- 
ical offensives  will  not  be  diminished.  On  the  contrary,  when 
mental  weapons  become  the  only  legitimate  means  for  securing 
national  ends  they  will  become  increasingly  more  important. 
Whether  the  reconstruction  is  military  or  non-military,  the 
need  of  cooperative  studies  of  vital  mental  problems  and  of 
cooperative  efforts  at  scientific  mental  engineering  will  certainly 
not  be  less  important  for  society  than  the  scientific  and  engineer- 
ing problems  that  concern  material  things.  In  view  of  these 
future  needs,  our  war-time  activities,  however  interesting,  and 
however  successful  they  may  have  been,  seem  relatively  trivial 
and  insignificant." 


CHAPTER   VI 
ARMY  TEST  RECORD  BLANKS  AND  FORMS 

The  different  forms  of  the  tests  and  other  printed  materials 
used  in  psycholofi;ical  examining  in  the  army  are  reproduced  in 
this  chapter.  The  keys  for  the  alpha  forms  have  been  placed 
after  the  rules  for  scoring,  pp.  70-77.  No  key  is  given  for  test  1, 
since  the  paper  is  easily  scored  by  referring  to  the  directions 
or  a  key  can  be  made  on  a  separate  copy  of  the  page  for  test  1. 
Form  0  of  beta,  the  only  form  usetl  in  the  army,  is  reprotluced 
with  correct  answers  indicated  where  needed.  Keys  for  these 
tests  are  also  easily  made. 

Form  5  alpha  and  form  0  beta  are  reproduced  original  size. 
The  separate  tests  in  the  alpha  booklets  were  arranged  so  that 
test  1  came  on  the  outside  page  as  shown.  Test  2  was  on  the 
right-hand  inside  page.  Test  8  was  placed  upside  down  on  the 
second  or  left-hand  page  of  the  ))ooklet.  Tests  3  and  4  followed 
test  2  on  succeeding  right-hand  pages.  From  the  back  tests  5, 
C,  7  and  8  came  in  order.  This  arrangement  assisted  in  keeping 
the  subject  from  looking  ahead  or  correcting  the  previous  test 
after  time  was  called. 


205 


206 


ARMY  MENTAL  TESTS 


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FORM  5  GROUP  EXAMINATION  ALPHA  GROUP  NO...._ 

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Company •   Regiment Arm Division 

In  what  country  or  state  born? Years  in  U.  S.? Race 

Occupation. Weekly  Wages 

Schooling:  Grades,  1.  2.  3.  4.  5.  6.  7.  8:   High  or  Prep.  School,  Year  1.  2.  3.  4:  College,  Year  1.  2.  3.  4. 


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ARMY  TEST  RECORD  BLANKS  AND  FORMS       207 


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208 


ARMY  MENTAL  TESTS 


TEST  3 

This  is  a  test  of  common  sense.  Below  arc  sixteen  questions. 
Three  answers  are  given  to  each  question.  You  are  to  look  at 
the  answers  caret  ully;  then  make  a  cross  in  the  square  before 
the  best  answer  to  each  question,  as  in  the  sample: 


SAMPLE 


Why  do  we  use  stoves?    Because 
□  they  look  well 
{x\  they  keep  us  warm 
^  n  they  are  black 


Here  the  second  answer  is  the  best  one  and  is  marked  with 
a  cross.    Begin  with  No.  1  and  keep  on  until  time  is  called. 


1  Cats  are  useful  animals,  be- 
cause 

n  they  catch  mice 

□  they  are  gentle 

□  they  are  afraid  of  dogs 

2  Why  are  pencils  more  com- 
monly carried  than  foun- 
tain pens?    Because 

n  they  are  brightly  colored 
n  they  are  cheaper 

□  they  are  not  so  heavy 

3  Why  is  leather  used  for 
shoes?  Because 

□  it    is    produced    in    all 
countries 

n  it  wears  well 

□  it  is  an  animal  product 

4  Why  judge  a  man  by  what 
he    does    rather    than    by 
what  he  says?     Because 
n  what  a  man  does  shows 

what  he  really  is 
n  it  is  wrong  to  tell  a  lie 

□  a    deaf    man    cannot 
hear  what  is  said 

5  If  you  were  asked  what  you 
thought  of  a  person  whom 


what 


ac- 


you     didn't    know, 

should  you  say? 

D  I   will   go   and   get 

quainted 
G  I  think  he  is  all  right 
n  I  don't  know  him  and 

can't  say 

6  Streets    are    sprinkled    in 
summer 

n  to  make  the  air  cooler 
D  to     keep     automobiles 

from  skidding 
n  to  keep  down  dust 

7  Why  is  wheat  better  for 
food  than  corn?    Because 
n  it  is  more  nutritious 

n  it  is  more  expensive 
n  it  can  be  ground  finer 

8  If  a  man  made  a  million 
dollars,  he  ought  to 

D  pay  off  the  national  debt 
n  contribute     to     various 

worthy  charities 
n  give  it  all  to  some  poor 
man 

^^W  Go  to  No.  9 


ARMY  TEST  RECORD  BLANKS  AND  FORMS       209 


9  Why  do  many  {^t./c^t/iiH  pnv 
fer   autoinobilos    to    street 
cars?     Because 
G  an  auto  is  made  of  higher 

grade    materials 
D  an   automobile  is  more 

convenient 
n  street  cars  are  not  as  safe 

10  The  feathers  on  a  bird's 
wings  help  him  to  fly  be- 
cause they 

G  make  a  wide,  light  sur- 
face 
G  keep  the  air  off  his  body 
G  keep  the  wings  from  cool- 
ing off  too  fast 

11  All  traffic  going  one  way 
keeps  to  the  same  side  of 
the  street  l)e('aus(; 

G  most  peopki  are  right 
handed 

G  the  traffic  policeman  in- 
sists on  it 

G  it  avoids  confusion  and 
collisions 

12  Why  do  inventors  patent 
their  inventions?  Because 
G  it  gives  them  control  of 

their  inventions 

G  it  creates  a  greater  de- 
mand 

G  it  is  the  custom  to  get 
patents 

^^  Go  to  No.  13  above 


i.i  FrWAii.f^  water  bursts  piperf 
1  )e(;ause 
G  eold    mak(^s    the    i)ipes 

weaker 
G  water  expands   when   it 

freezes 
G  the  ice  stops  the  flow  of 

water 

14  W^hy  are  high  mountains 
covered  with  snow?  Be- 
cause 

G  the}'  arc  near  the  clouds 
G  the  sun  seldom  shines  on 

them 
G  the  air  is  cold  there 

15  If  the  earth  were  nearer  the 
sun 

G  the  stars   would   disap- 

jiear 
G  our    months    would    be 

longer 
G  the     earth     would     he 

wai'mer 
IG  Why  is  it  colder  nearer  the 
poles  than  near  the  ecjua- 
tor?     Because 
G  the    poles    are    always 

farther  from  the  sun 
G  tlu>    sunshine    falls    ob- 

ii(iuely   at   the   poles 
G  there  is  more  ice  at  the 

poles 


210 


ARMY  MENTAL  TESTS 


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ARMY  TEST  RECORD  BLANKS  AND  FORMS       211 


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ARMY  MENTAL  TESTS 


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ARMY  TEST  RECORD  BLANKS  AND  FORMS       213 


tHi— ii— (»— ii— ii— (I— ii— tdC^C^C^Ci 


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TEST  3 

This  is  a  test  of  common  sense.  Below  are  sixteen  questions. 
Three  answers  are  given  to  each  question.  You  are  to  look  at 
the  answers  carefully;  then  make  a  cross  in  the  square  before 
the  best  answer  to  each  question,  as  in  the  sample: 


SAMPLE 


Why  do  we  use  stoves?    Because 

n  they  look  well 

[x]  they  keep  us  warm 

n  they  are  black 


Here  the  second  answer  is  the  best  one  and  is  marked  with 
a  cross.    Begin  with  No.  1  and  keep  on  until  time  is  called. 


If  plants  are  dying  for  lack 

of  rain,  you  should 

n  water  them 

n  ask  a  florist's  advice 

n  put  fertilizer  around 

them 
A  house  is  bettor  than  a 
tent,  because 
n  it  costs  more 
n  it  is  more  comfortable 
n  it  is  made  of  wood 
Why  does  it  pay  to  get  a 
good  education?    Because 
n  it  makes  a  man  more 

useful  and  happy 
n  it  makes  work  for  teach- 
ers 
n  it    makes    demand    for 
buildings     for     schools 
and  colleges 
If  the  grocer  should  give 
you  too  much   money  in 
making  change,  what  is  the 
right  thing  to  do? 
n  buy  some  candy  of  him 
with  it 


n  give  it  to  the  first  poor 

man  you  meet 
n  tell  him  of  his  mistake 

5  Why  should  food  be  chewed 
before  swallowing? 

n  it  is  better  for  the  health 
n  it    is    bad    manners   to 
swallow  without  chew- 
ing 
n  chewing  keeps  the  teeth 
in  condition 

6  If  you  saw  a  train  ap- 
proaching a  broken  track 
you  should 

n  telephone  for  an  am- 
bulance 

n  signal  the  engineer  to 
stop  the  train 

n  look  for  a  piece  of  rail  to 
fit  in 

7  If  you  are  lost  in  a  forest  in 
the  daytime,  what  is  the 
thing  to  do? 

n  hurry    to    the    nearest 

house  you  know  of 
□  look  for  something  to  eat 


ARMY  TEST  RECORD  BLANKS  AND  FORMS       223 


n  use  the  sun  or  a  compass 
for  a  giiido 

8  It  is  bettor  to  fight  than  to 
run,  because 

n  cowards  are  shot 
n  it  is  more  honorable 
□  if  you  run  you  may  get 
shot  in  th(!  back 

9  Why  are  warships  painted 
gray?  Because  gray  paint 
n  is   cheaper   than    other 

colors 
n  is    more    durable    than 

other  colors 
n  makes  the  ships  harder 

to  see 

10  Why  should  all  parents  be 
made  to  send  their  children 
to  school?    Because 

n  it    prepares    them    for 

adult  life 
n  it   keeps   them   out    of 

mischief 
n  they  are  too  young  to 

work 

1 1  The  reason  that  many  birds 
sing  in  the  spring  is 

D  to  let  us  know  spring  is 

here 
n  to  attract  their  mates 
n  to  exercise  their  voices 

12  Gold  is  more  suitable  than 
iron  for  making  money  be- 
cause 

n  gold  is  pretty 
n  iron  rusts  easily 


n  sold  is  scarcer  and  more 
valuable 

13  The  cause  of  echoes  is 

n  the  reflection  of  sound 
waves 

n  the  presence  of  electric- 
ity in  the  air 

n  the  presence  of  moisture 
in  the  air 

14  We  see  no  stars  at  noon  be- 
cause 

n  they  have  moved  around 

to  the  other  side  of  the 

earth 
n  they  are  so  much  fainter 

than  the  sun 
n  they  are  hidden  behind 

the  sky 

15  Some  men  lose  their  breath 
on  high  mountains  because 
n  the    wind    blows    their 

breath  away 
n  the  air  is  too  rare 
n  it  is  always  cold  there 

16  Why  do  some  men  who 
could  afford  to  own  a  house 
live  in  a  rented  one?  Be- 
cause 

n  they  don't  have  to  pay 

taxes 
n  they  don't  have  to  buy 

a  rented  house 
n  they  can  make  more  by 

investing  the  money  the 

house  would  cost 


224 


ARMY  MENTAL  TESTS 


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ARMY  MENTAL  TESTS 


TEST  3 

This  is  a  test  of  common  sense.  Below  are  sixteen  questions. 
Three  answers  are  given  to  each  question.  You  are  to  look  at 
the  answers  carefully;  then  make  a  cross  in  the  square  before 
the  best  answer  to  each  question,  as  in  the  sample: 


SAMPLE 


Why  do  we  use  stoves?    Because 

n  they  look  well 

[x]  they  keep  us  warm 

n  they  are  black 


Here  the  second  answer  is  the  best  one  and  is  marked  with 
a  cross.    Begin  with  No.  1  and  keep  on  until  time  is  called. 


Why  are  chairs  made  of 
wood?    Because 
n  wood  is  cheap  and  light 
n  wood  burns 

□  wood  is  easily  broken 
If  a  person  asks  you  for 
something  you  do  not  have 

□  toll  him  to  mind  his  bus- 
iness 

□  say  you  don't  have  it 
n  walk  away 

If  it  rains  when  you  are 
starting  to  go  for  the  doc- 
tor, what  should  you  do? 
n  stay  at  home 
n  take  an  umbrella 

□  wait  until  it  stops  rain- 
ing 

If  you  are  in  danger  of  sun- 
stroke what  should  you  do? 
n  take  off  your  shoes 

□  run  to  the  hospital 

□  get  in  the  shade  or  wet 
your  head 

If  you  find  a  man  who  has 
hanged  himself,  you  should 


n  send    a    notice    to    the 

paper 
n  take  him  home 
n  call    a    doctor    or    the 

police 

6  Why  is  tennis  good  exer- 
cise?   Because 

n  it     calls     for    vigorous 

movement 
n  it  demands  clear  eyes 
n  it  is  very  exciting 

7  If  while  on  the  march  you 
get  bitten  by  a  rattlesnake, 
you  should 

n  kill  the  snake 
n  suck    the   poison    from 
the  wound 

□  run  back  to  camp  and 
get  some  whiskey 

8  If  you  are  hurrying  in  an 
auto  to  catch  a  train  and 
come  to  a  broken  bridge, 
what  should  you  do? 

□  go  around  and  try  an- 
other road 


ARMY  TEST  RECORD  BLANKS  AND  FORMS       237 


n  take    off   your    clothes 

and  swim  across 
n  hire  a   horse   and   ride 

across 
9  Why  do  some  people  think 
that  short  men  should  bo 
admitted    to    the    arm}^? 
Because 

□  usefulness  does  not  de- 
pend on  h('iji;ht 

n  they  want  to  enlist 
n  they  arc  more  intelligent 
than  tall  men 

10  If  you  find  a  lost  2-year-okl 
bal)y  on  a  city  street,  what 
should  you  do? 

n  ask  him  where  he  lives 
and  take  him  there 

□  if  h(>  is  a  nice  child  take 
him  honu^  and  k(?ep 
hhn 

n  ask  tlu;  i)()lic(i  to  help 
you  or  lc;ive  him  with 
them 

11  Electi-i(;  li<i;hts  are  better 
than  fi;as  li<;hts  l)ecausc 
electricity 

n  makes  a  white  light 
n  is  safer  and  more  con- 
venient 
n  is  cheaper 

12  Why  is  a  check  better  than 
r(;al  monc}'?    Because 

□  checks  are  cleaner  than 
bills 

□  you    can    have   all    the 


money    you    need    by 
writing  checks 
n  checks    are    safer    and 
more  convenient 

13  Five  P.M.  is  the  rush  hour 
on  street  cars  because 

n  work  people  are  going 
home  at  that  hour 

n  so  many  people  live  in 
the  suburbs 

n  street  cars  are  the  best 
cheap  means  of  trans- 
portation 

14  Why  should  people  not 
waste  food  in  time  of  war? 
n  we  could  eat  less  and  not 

starve 

n  food  is  scarce  in  war- 
time 

n  food  costs  money 

15  You  should  not  give  money 
to  l)eggars  on  the  street 
because 

n  it  makes  it  hard  for  the 

beggars  to  get  work 
n  it  takes  away  the  work 

of  organized  charities 
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TEST  3 

This  is  a  test  of  common  sense.  Below  are  sixteen  questions. 
Three  answers  are  given  to  each  question.  You  are  to  look  at 
the  answers  carefully;  then  make  a  cross  in  the  square  before 
the  best  answer  to  each  question,  as  in  the  sample: 


SAMPLE 


Why  do  we  use  stoves?    Because 

n  they  look  well 

[x]  they  keep  us  warm 

n  they  are  black 


Here  the  second  answer  is  the  best  one  and  is  marked  with 
Begin  with  No.  1  and  keep  on  until  time  is  called. 


a  cross. 


1  It  is  wiser  to  put  some 
money  aside  and  not  spend 
it  all,  so  that  you  may 

n  prepare  for  old  age  or 

sickness 
n  collect  all  the  different 

kinds  of  money 
n  gamble  when  you  wish 

2  Shoes  are  made  of  leather, 
because 

D  it  is  tanned 

n  it  is  tough,  pliable  and 

warm 
□  it  can  be  blackened 

3  Why  do  soldiers  wear  wrist 
watches  rather  than  pocket 
watches?    Because 

n  they  keep  better  time 
n  they  are  harder  to  break 
D  they  are  handier 

4  The  main  reason  why  stone 
is  used  for  building  pur- 
poses is  because 

n  it  makes  a  good  appear- 
ance 
n  it  is  strong  and  lasting 
n  it  is  heavy 
C^  Go  to  No,  5  above 


5  Why  is  beef  better  food 
than  cabbage?    Because 
n  it  tastes  better 

n  it  is  more  nourishing 
n  it  is  harder  to  obtain 

6  If  some  one  does  you  a 
favor,  what  should  you 
do? 

n  try  to  forget  it 

n  steal  for  him  if  he  asks 

you  to 
n  return  the  favor 

7  If  you  do  not  get  a  letter 
from  home  which  you  know 
was  written,  it  may  be  be- 
cause 

n  it  was  lost  in  the  mails 
n  you  forgot  to  tell  your 

people  to  write 
n  the  postal  service  has 

been  discontinued 

8  The  main  thing  the  farmers 
do  is  to 

n  supply  luxuries 
n  make  work  for  the  un- 
employed 
n  feed  the  nation 
CyGo  to  No,  9 


ARMY  TEST  RECORD  BLANKS  AND  FORMS       251 


9  If  a  man  who  can't  swim 
should  fall  into  a  river,  ho 
should 
n  yoll  for  help  and  try  to 

scranil)lc  out 
n  dive  to  the  bottom  and 

crawl  out 
Q  lie    on    his    back    and 
float 

10  Glass  insulators  are  used  to 
fasten  telegraph  wires  be- 
cause 

n  the  glass  keeps  the  pole 
from  being  burned 

n  the  glass  keeps  the  cur- 
rent from  escaping 

n  the  glass  is  cheap  and 
attractive 

11  If  your  load  of  coal  gets 
stuck  in  the  mud,  what 
should  you  do? 

n  leave  it  there 

D  get  more  horses  or  men 

to  pull  it  out 
n  throw  off  the  load 

12  Why  are  criminals  locked 
up? 

D  to  protect  society 
n  to  get  even  with  th(!m 
□  to  make  them  work 

13  Why  should  a  married  man 
have  his  life  insured?  Be- 
cause 


n  death  may  come  at  any 

time 
D  insurance  companies  are 

usually  honest 
n  his  family  will  not  then 

suffer  if  he  dies 

14  In  Leap  Year  February  has 
29  days  because 

n  February     is     a     short 

month 
n  some    people   are    born 

on  February  29th 
n  otherwise  the  calendar 

would    not    come    out 

right 

15  If  you  are  held  up  and 
robbed  in  a  strange  city, 
you  should 

n  apply  to  the  police  for 

help 
n  ask  the  fii\st  man  you 

meet  for  money  to  get 

home 
n  borrow  some  money  at 

a  bank 

16  Why  should  we  have  Con- 
gressmen?   Because 

n  the  people  must  l)e  ruled 
n  it   insures   truly   repre- 
sentative govermnent 
n  the  people  are  too  many 
to  meet  and  make  their 
laws 


252 


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264 


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TEST  3 

This  is  a  test  of  common  sense.  Below  are  sixteen  questions. 
Three  answers  are  given  to  each  question.  You  are  to  look  at 
the  answers  carefully;  then  make  a  cross  in  the  square  before 
the  best  answer  to  each  question,  as  in  the  sample: 


SAMPLE 


'  Why  do  we  use  stoves?    Because 
n  they  look  well 
[x]  they  keep  us  warm 
n  they  are  black 


Here  the  second  answer  is  the  best  one  and  is  marked  with 
a  cross.    Begin  with  No.  1  and  keep  on  until  time  is  called. 


1  Cotton  fibre  is  much  used 
for  making  cloth  because 
n  it    grows    all    over   the 

South 
n  it    can    be    spun    and 

woven 
n  it  is  a  vegetable  product 

2  Thermometers  are  useful, 
because 

n  they  regulate  the  tem- 
perature 

n  they  tell  us  how  warm 
it  is 

n  they  contain  mercury 

3  Why   are   doctors   useful? 
Because  they 

n  understand  human  na- 
ture 

n  always  have  pleasant 
dispositions 

□  know  more  about  dis- 
eases than  others 

4  Why  ought  a  grocer  to  own 
an  automobile?    Because 
n  it  is  useful  in  his  busi- 
ness 

n  it  uses  rubber  tires 
n  it  saves  railroad  fare 
O:^  Go  to  No.  5  above 


5  A  machine  gun  is  more 
deadly  than  a  rifle,  because 
it 

n  was  invented  more  re- 
cently 
n  fires  more  rapidly 
n  can   be  used   with  less 
training 

6  Why  is  the  telephone  more 
useful  than  the  telegraph? 
Because 

n  it  gets   a    quicker    an- 
swer 
n  it  uses   more   miles   of 

wire 
n  it  is  a  more  recent  in- 
vention 

7  Why  is  wool  better  than 
cotton  for  making  sweat- 
ers?   Because 

n  wool  is  cheaper 
n  it  is  warmer 
n  it  wears  longer 

8  Why  is  New  York  larger 
than  Boston?    Because 

□  it  has  more  railroads 
n  it  has  more  millionaires 
n  it  is  better  located 
O:^  Go  to  No.  9 


ARMY  TEST  RECORD  BLANKS  AND  FORMS 


JGo 


9  Every  soldier  should  be 
inoculated  aj!;ainst.  typhoid 
fever,  because 

□  many  men  have  typhoid 

□  tlie  doctors  insist  on  it 
n  it  prevents  epidemics 

10  Theatres  are  useful  insti- 
tutions because 

n  The3'  employ  actors 

□  they  afford  a  method  of 
relaxation 

n  the}^  f2;ive  the  rich  a 
chance  to  spend  their 
money 

11  A  train  is  harder  to  stop 
than  an  automobile  be- 
cause 

□  it  is  longer 
n  it  is  heavier 

n  the  brakes  are  not  so 
good 

12  Why  is  winter  colder  than 
sum  nun-?    Because 

□  the  sun  shines  obliquely 
upon  us  in  winter 

n  January  is  a  cold  month 
n  there  is  much  snow  in 
winter 
(C^  Go  to  No.  13  above 


13  Many  schools  arc  closed  in 
summer,  so  that 

□  the  tea(;hers  may  have  a 

vacation 
n  the  children  shall  not  be 

indoors  in  liot  weather 
D  the    schoolhouses    may 

be  repaired 

14  If  a  drunken  man  is  quar- 
relsome and  insists  on  fight- 
ing you,  it  is  usually  better 
to 

n  knock  him  down 
n  ("ill  the  police 
n  leave  him  alone 

15  Why  arc  electrical  engin- 
eers highly  paid?  Because 
n  their  ability  is  much  in 

demand 

n  they  have  a  college  edu- 
cation 

n  they  work  long  hours 
IG  Aeroplanes  failed  for  many 

years  because 

n  they  were  too  heavy 

n  the  materials   cost   too 
much 

n  the  motor  was  not  per- 
fected 


266 


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ARMY  TEST  RECORD  BLANKS  AND  FORMS       2G9 


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270 


ARMY  MENTAL  TESTS 


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ARMY  TEST  RECORD  BLANKS  AND  FORMS       271 


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272 


ARMY  MENTAL  TESTS 


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ARMY  TEST  RECORD  BLANKS  AND  FORMS       273 


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ARMY  MENTAL  TESTS  ^ 

T-H  05  CO  Ttf  lo    CO  r^  00  Oi  o    i-i  c<j  eo  rt*  lo 


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ARMY  TEST  RECORD  BLANKS  AND  FORMS       275 


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CO  CO  CO  CO  -"JJ 


276  ARMY  MENTAL  TESTS 


GROUP  EXAMINATION  BETA 

On  the  record  blank  the  tests  of  Group  Examination  Beta 
were  printed  in  tiie  order  1  to  8,  but  the  l)lank  form  for  name, 
rank,  age,  et  cetera,  was  placed  on  the  last  page  of  the  record 
blank  above  test  8,^  instead  of  on  the  first  page  above  test  1, 
as  in  the  case  of  examination  alpha.  This  was  done  in  order 
to  prevent  the  subject  from  examining  the  mazes  of  test  1 
while  awaiting  directions  for  filling  in  the  general  information 
blanks. 

The  beta  tests  as  reproduced  in  this  book  are  marked  cor- 
rectly (keyed),  with  the  exception  of  tests  4  and  6.  For  the 
latter  the  missing  parts  are  as  follows:  picture  1,  mouth;  2,  eye; 
3,  nose;  4,  spoon;  5,  chimney;  6,  ear;  7,  filament;  8,  stamp; 
9,  strings;  10,  rivet;  11,  trigger;  12,  tail;  13,  leg;  14,  shadow; 
15,  ball;  16,  net;  17,  hand;  18,  horn;  19,  reflection  of  hand 
holding  powder  puff;  20,  diamond  in  upper  left  corner. 

1  Test  8,  although  printed  on  the  record  blank,  was  not  used. 


FORM  O 


GROUP  EXAMINATION  BETA  GROUP  NO. 

Rank Age.. 

Arm       -- Division 


Name ~  — 

Company Regiment 

In  what  country  or  state  born?  YearsinU.S.? Race    

Occupation      _ Weekly  Wages 

Schooling:  Grades,  1,2,  3, 4, 5, 6, 7, 8:    High  or  Prep.  School,  Year  1.2,  3,4  :    College,  Year  1,Z,  J, 


TEST  8 


y^  X 


3. 


0 

y 

X 

4. 


X 

X 

o 

6. 


X 

X 

0 

o 

X 

X 

X 

10. 


ARMY  TEST  RECORD  BLANKS  AND  FORMS       277 


Test  1 


1. 


1 '   L  .1  ,  i.-J  1 


Ui 


U 


U 


CTH^^ 


u 


.ITlL^-. 


.yi 


I' — 


in 


u 


Figure  26. — (Figures  for  beta  tests  1   to  7  arc  reduced  slightly 
more  than  one  half). 


278 


ARMY  MENTAL  TESTS 


Test  2 

y 

/ 

/   / 

y  /    / 

P 

/ 

7\ 

\^ 

' 

n^ 

T^ 

z. 

/ 

'-y- 

y^-7^ 

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n- 

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■ — y    p — 71 

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71 

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1 

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20 

5-0 

Figure  27. 


ARMY  TEST  RECORD  BLANKS  AND  FORMS       279 


Test  3 


XX 


xxxxx 


2l|x|   |x|    [x[   |x|    |x|    |XJ   |X 


XOXOXOXOXO 


mm 


4,  XX      XX      XX      XX      X'Y^ 


5.  x  o       X  oj      X  o       X   o      X  0 


6.  xxoxxoxxoxxo  VV  Q 


TJololxl  xlolohhIololxIxlOlQIXJX 


8.    X    X     O    O     O     X  I  X    O     0    o[  X    X     o  j  o    o   ^  X  0  0  0 


9.|x|o|x[     |x|.>|.|     [x|o|.|  T^^x|     IXIQIXI 
10.|x|x|o|x|o|x|x|o|x|o|x|x|o|x|c[X|XldXlQ 


ll.lx|o|x|x|o|x|x|x|o|x|o|x|x|o|x|x|x|o|X|OlX;^OlXIXlXIO 


12.|x|x|x|x|<.|o|o|x|x|o|x|x|x|x|o|o|o|X|x|o[X!XlXlXlO|0|OlXiy|q 
Figure  28. 


280 


ARMY  MENTAL  TESTS 


Tesi  4 

1 

2 

3 

4 

5 

6 

7 

8 

9 

— 

M 

3 

L 

U 

0 

A 

X 

_~ 

1. 


3 

1 

2 

1 

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2 

1 

4 

2 

3 

5 

2 

9 

1 

4 

2. 


e 

3 

1 

5 

4 

2 

7 

6 

3 

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7 

2 

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4 

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3 

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8 

1 

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8 

4 

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1 

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2 

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3 

7 

4 

6 

5 

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4 

8 

5 

7 

6 

6. 


9 

3 

8 

6 

4 

1 

5 

7 

2 

6 

2 

4 

8 

1    3 

1 

4 

9 

5 

1 

7 

6 

2 

6 

9 

3 

7 

8 

4 

1 

8 

_ 

1 

^__ 

FiGUKE  29. 


ARMY  TEST  RECORD  BLANKS  AND  FORMS       281 


Test 

wo  650  )C 

041  '..I..  044 

2579  2579  < 

8281  8281  X 

55190  ,.  55102 

89190 89190  K 

058049  050849 

8295017  3290517 

63015991 63019991 

39007106  .: 39007106 X 

69931087 09931087  X 

251004818  251004418 

299056013  299050013  X 

86015992  300155992 

89100CC482  ...-..., .3<.)I00n482 

851027.3301  851027.3.301  )C 

2C3136996 2G31.3099G  % 

451 152903  451 152903  X 

3259016275  32\)501C725 

682039144  5820391 44  % 

61558529  01588529 

211915883  21901.5883 

67041.3822  0701 43822 

17198591  ...! 17198591  )C 

86482901  30482991  X 

Figure 


5 

10248586    10243586  X 

659012584 659021354 

888172902   381872902 

681027594   G3I027594  X 

2499901854 2499901584 

2261059310 2201G59310 

2911038227  2911038227 X 

813377752   313377752  X 

1012988567 1012938567  X 

716C220988 7162220988 

8177628449  3177G82449 

4C8C720G3  • 468672068  X 

9104529003  ; 9194529003 

8484657120  3484G57210 

8588172550  8581722556 

3120166C71   812016G071 X 

7G11348879  7611134,5879 

2G5572.391G4  20557239104/ 

8819002341   8819002341  X 

C571018034  6571018034  X 

887797G2514  38779765214 

3900812C557  39008126057 

75658100398 75058100.398  X 

41181900726  41181900726 X 

0543920817  6543920871 

30. 


282 


ARMY  MENTAL  TESTS 


Teste 


114  Vntt  78    St;' 


FlGtTBB  31. 


ARMY  TEST  RECORD  BLANKS  AND  FORMS       283 


Test? 


1. 


3. 


D 
D 


7. 


\\A 


10. 


N  \ 


Figure  32. 


284 


ARMY  MENTAL  TESTS 


TEST  I 


-31 


^ 


L^^ 


TE5T2 


tftO 

1  1 

1 1 

1 1 

mi 

u 

lolololQlol 


TEST  3 


Ixl  Ixl  Ixl  Ixl  I  I 
lololxloioMoioixT 


:d 


lxixlxlolxiaxixi)(fo[xr 


TEST4. 


3l|2l3|2H|2|l|3|4M5|4Ul6 

TESTS 

62  62 

5  9  56 

3  2  7'  327 
249 24  9 

1 536 1 536 
374  5 374  5 

4  50 1 O 4  500 1 
620  1  9  620 19 


TE5T6 


6»! 


C^coar^ff 


TEST  7 


WD 


cOn 


□ 


^n 


^ 


1 

2 

TEST  a 

3 

A 

1 

FiGUKE  33. — Demonstration  figures  for  tests  1  to  8  of  beta  as  they 
appeared  on  beta  blackboard. 


ARMY  TEST  RECORD  BLANKS  AND  FORMS       285 


POINT  SCALE  EXAMINATION 

Name Age Race 

Co Regiment Arm Division Station . . 

Where  born Yrs.  in  U.  S 

Previous  occupation Weekly  wages 

Education :  grade  reached H.  S College. 

Wliere  educated Yrs.  in  school 

Language  ability 

Disease  history,  personal  and  family 


Remarks: 


Total  Score. 
Mental  Age . 
Rating 


Examiner's  report: 


Signature  of  Examiner Date. . 

Division  of  Psychology,  Medical  Department,  U.  S.  A. 

Authorized  by  the  Surgeon-CJeneral,  Feb.  8,  1918 

Edition,  August  7,  1918,  100,000 


286 


ARMY  MENTAL  TESTS 


Test 

1.  Chooses,  prettier,  each  pair  correctly  twice  (1  each, 

total  3)     1 2 3 

2.  Sees  picture  lacks:   (a)   arms;   (6)   nose;   (c)   mouth; 

(d)  eyes.    (1  each) 

3.  Compares,  twice: 

(a)  Lines,  5  and  6  cm.  (1) 

(6)  Weights,  3  and  12  grams.      (1) 
(c)  Weights,  6  and  15  grams.      (1) 

4.  Memory  span  for  digits 


Credits 


(a) 

374. 

(b) 

2947. 

(c) 

35871. 

(d) 

491572. 

(e) 

2749385. 

581. 

6135. 

92730. 

516283. 

6195847. 

20-1    (4); 


Lo- 


ci) 
(1) 
(1) 
(1) 
(1) 
-1    (3); 


10-1    (2); 


5.  Counts  backward: 

5-1  (1) 

6.  Repeats:  (a)  It  rains.    I  am  hungry.    (1) 

(6)  His  name  is  John.    It  is  a  very  fine  day. 

(c)  The  sun  is  very  large  and  red.    Our  train 

was  more  than  two  hours  late.    (2) 

(d)  It  is  not  necessary  to  hurt  the  poor  little 

httle  birds.    It  is  night  and  all  the  world 
rests  in  sleep.    (2) 

7.  Reaction  to  three  Binet  pictures :  enumeration,  (1  each) ; 

description,  (2  each) ;  interpretation,  (3  each) 

(a)  Man  and  boy 
(6)  Man  and  woman 
(c)  Man 

8.  Arranges  weights:  two  trials.    All  correct  but  one  (1); 

correct  (2).    Trial  1 Trial  2 

9.  Compares :  (2  each) 

(a)  Apple  and  banana 

(b)  Wood  and  glass 

(c)  Paper  and  cloth 
Defines  in  terms  of  use,  (1  each);  superior  to  u.se,  (2 

each) 

(a)  Spoon 
(6)  Chair 
(c)  Horse 
id)  Baby 


10 


ARMY  TEST  RECORD  BLANKS  AND  FORMS       287 


Test 

11.  Resists  suggestions:   (1   for  each  resistance)    1 

2 3 4 5 6 

12.  Copies  (on  back  of  this  sheet)  (a)  square  (1  or  2);  (/;) 

(Uainond  ( 1  or  2) 

13.  Gives  words  for  three  minutes:  30 — 44  (1);  45—59  (2); 

60—74  (3);  75— and  over  (4) 

1st  half  minute  2d  3rd  4th 

5th  (Uh 

14.  Writes  (on  l)ack  of  this  sheet)  sentence  containing  Bos- 

ton, money,  river.     Three  words  in  two  (2);  three 
words  in  one  (4) 

15.  Comprehends  (juestions:  (2  each) 

(a)  Missed  train 

(6)  Someone  unkind 

(c)  Action  versus  words 

(d)  Forgive  easier 

16.  Draws  (on  back  of  this  sheet)  designs  from  memory, 

after  15  sec.  exposure.    (1  or  2  each) 

17.  Sees  absurdity:  (1  each) 

(a)  Swinging  cane 

(6)  Unfortunate  cyclist 
(c)  Three  brothers 
{(I)  Guide-post  directions 
(c)  Last  car 

18.  Puts  dissected  sentences  together.    (2  each) 

(a)  My  teacher 

(b)  A  good  dog 

(c)  We  started 

19.  Defines  (a)  Charity  (2) 

(6)  Obedience  (2) 
(c)  Justice  (2) 

20.  Analogies:  (1  each) 

(a)  Oyster  is  to  .shell  as  banana  is  to 

(b)  Arm  is  to  elbow  as  leg  is  to 

(c)  Head  is  to  hat  as  hand  is  to 

(d)  Truth  is  to  falsehood  as  straight  line  is  to 
(c)  Known  is  to  unknown  as  present  is  to 

(/)  Storm  is  to  calm  as  war  is  to 


Ckedits 


288 


ARMY  MENTAL  TESTS 


The  record  blank  used  in  the  Army  for  the  Stanford-Binet 
examination  is  not  reproduced  here  because  of  copyright  re- 
strictions. 

PERFORMANCE  SCALE  EXAMINATION 


Name 

Company  _  Jtegiinent — 

Where  born  _    - 

Previous  nccupation      _    _     _ 

Kduration    Orade- 

Where  <  ducatcd 

IjinpijaRe  nbilily     — 

Disi  iise  history,  personal  and  family  . 


Age. -  _ Race^  „ 

_    Arm  ,     -  J)ivision  - 

„  ^       _  Years  in  U  S    „. 
Weekly  wages 

B.  S .  Collegt... 

Years  m  school 


Peroenlile  rank.  . 


.BaUng. 


Examiners  report  . 
Examiner 


1.     SbipTeatCS  min.) 

Time 

:  Credit  only  J 

accuracy  =*  18.  ID  or  iO 

C.  (or  Ace 

"•«/ 

Score 

Wtd.  3c 

0-20 

Cl-30 

{      31-50  -   1 

51-80     1     81-UO     1    It 

-300    1        T.L. 

Credit 

* 

« 

1          9          1 

,          1           ,      J_ 

0          1          0 

9.     Manikin  and  Feature  ProBle 

(a)  Manikin  (t  mm.) 

Time:  Credit  only  if  ace 

racy  >=4  or 

Cr.  lor  Accurftcjr 

Score 

Wtd.Sc 

0-10       1 

11-15      1       16-80      1      81-30 

31-50 

61-180     1 

XL 

Credit 

S          1          4          1          3          1          8          1           1          1          0          1          0 

(t)  Feature  proBle  (5  Mb).. 

Time    Credit  only  if  ac 

curacy -=6 

0-30       1 

31-lu      1      »l-60      1      Cl-80 

Bl-180 

180-300   1 

TL. 

Credit 

»          1 

«          1          3          1          8 

1 

0          1 

0 

_____ 

Score    L  Wtd.  9e. 


(o)   1-8-3-* 

m   1-&-S-+-3.... 

(e)   S-S-4-1 , 

(fl   l-S-I-4 

(«)    1-5-1-8-*... 

CO  I i-*-s-e-4. . . 

(g)  I-S-«-i-l-3. 

(»)  i-«-e-5-i-i. 

(0    1-4-S- 1-8-4. . 
!i)   8-3-1-8-1 

4.     Cube  Constri 


miiplaced  blockj  3  r 


1                 Time.  Credit  only  il  bloeki  all  assembled 

Moves:  Credit 

Score 

Wld.  Sc. 

(0) 

1-10 

11-85 

86-50 

51-80 

81-180 

TL. 

9              10-11          18-15 

16-85          86-50 

over  50 

(*) 

1-80 

81-30 

31-SO 

61-80 

81-180 

T.L. 

9              10-11          18-15 

16-85          86-50 

over  30 

(e) 

1-80 

81-30 

"^° 

51-80 

81-180 

TL 

8                9-10          11-15 

16-85         86-50 

over  60 

Credit 

« 

« 

8        I        1 

0 

6                  4                   3 

8                 1 

0 

5.     Form  Board 

Tim 

:  Credit  only  if  solved 

Mo. 

a:  Credit 

only  it  lolved 

Score 

Wtd.  Sc. 

(a)    f«iniQ) 

_0-lO_ 

~it"^~ 

41-70 

71-180 

TL. 

3 

4 

5-7 

over    7 

(&)    (imm! 

81-40 

41-70 

71-180 

TL 

5 

6 

7-10 

over  10 

(c)    (3min.) 

fr-ao 

71-110 

111-180 

T.L. 

B 

9 

10-11 

18-14 

lS-80 

over  80 

Credit 

5 

4        13 

8 

1 

0 

5 

4 

3 

8 

1 

e. 

5e»ignf  (8  m 

n  eacH 

1 

,« 

b                1               c 

1               11               '«       . 

dl 

d« 

1    _6cor. 

jWtd  Sc 

Credit 1                                    1                                     1                                     11                                    1              ■        ■              r                                 II 

Figure  34. 


ARMY  TEST  RECORD  BLANKS  AND  FORMS       289 


t.  B!,liS,.U 

Tima 

■1  Icaa  IKoo  t  a 

- 

IU(I»           1           W.OM 

Scan    IWtd  at. 

•.     Mu.  T«t  (« Bio.  «ebl                      .            . 

Timr 

rmlil  l(  cut  u 

audi 

8«in 

Hn4.Be. 

(•) 

0-tO 

tl-40 

♦  l-JO 

71-1«0 

TL 

M 

O-iO 

81-40 

41-70 

71-1« 

tL 

(') 

o.«o 

«l-<0 

41-70 

71-HO 

TL. 

(fi 

0-KO 

«l-«0 

41-70 

71-110 

TL. 

CwJil  ... 

s 

t 

1 

0 

0 

H      Pirlvra  Ammtrmtnl  (S  mi 

D  nrhl 

Tim*    crcdil  only  if  «cvu 

racv  -A 

ArrkOitrmeDt 

Ct    lor  Arr. 

Scon 

WUSc. 

(«)' 

1-90 

9l-«0 

01-lfO 

Ul-ldO 

TL 

(M 

l-W 

91-00 

01-1«0 

TL. 

(>) 

l-W 

31-00 

ei-iKo 

Ul-llH)        1           Tl- 

«) 

1-90 

81-00 

CI- wo 

Kl-IHO 

TL 

■     ?     1 

1 

0 1 oj 1 

Nurabn 

"   ■       1       ' 

'     1     • 

i 

0 

7  "        a 

»      1      11)     1             Tioa             i 

Scon    iWldSc 

M«l.o„                                               1              1              1 

1              1 

1 

C.^1.1                                  1             1             1             1 

■          1              1 

1 

Uoiiiot 

Figure  35. 


290 


ARMY  MENTAL  TESTS 


Digit-Symbol  Test 

1 

2 

3 

T 

5 

6 

7 

8 

9 

J2 

M 

3_ 

L 

u 

0 

A 

X 

£. 

Sauiple 

2 

1 

3 

1 

2 

4 

3 

5 

3 

1 

2 

1 

3 

2 

1 

4 

2 

3 

5 

2 

3 

1 

4 

6 

3 

1 

5 

4 

2 

7 

6 

3 

6 

7 

2 

8 

6 

4 

6 

3 

7 

2 

8 

1 

9 

5 

8 

4 

7 

3 

6 

2 

6 

1 

9 

2 

8 

3 

7 

4 

6 

6 

9 

4 

8 

3 

7 

2 

6 

i 

6 

4 

6 

3 

7 

J 

Demonstration  Maze 


n 


Figure  36. 


ARMY  TEST  RECORD  BLANKS  AND  FORMS        291 


1^  _ 

1 

1 

o 

— 1      "^ 

r>' — »                                      1 1 

P-, 

1                                    1 

292 


ARMY  MENTAL  TESTS 
PSYCHOLOGICAL  RECORD 


Rank Co - Reg 

Arm Div 

Birthplace .._ In  U.  S. Race . 

Occupation  .. 

Schooling Weekly  Wages 


GROUP  EXAMINATION 

INDIVIDUAL  EXAM. 

£ 

Alpha 

Beta 

Lit. 

Performance 

Raw 

Score 

WId. 

Score 

Raw 
Score 

Wtd. 
Score 

Score 

Raw 

Score 

Wtd. 
Score 

Pomr  Scale 

1 

1 

2 
3 
4 

5 
6 
7 

S 
S 
10 

Points 
M.  Age 
CT... 

? 

z 

4 

Stanford 
Scale 

f, 

Points 
M.Age 
I.Q. - 

A 

7 

ft 

Mechanical 
Test 

fl 

10 

Per 

contile  , 

•3 
|2 

1 
£  1 

Recommendation . 


Disposition  » 
Station 


JExaminar  ..» 

U«dical  Ddpartmeat,  V.  S,  A. 

Figure  38. 


ARMY  TEST  RECORD  BLANKS  AND  FORMS       293 


REPORT  OF  PSYCHOLOGICAL  EXAMINATION 


Grade 

Explanation 

Number 

/o 

A 

Very  Superior 

B 

Superior 

c+ 

Hinh  Average 

c 

Average 

c— 

Low  Average 

D 

Inferior 

D— 

Very  Inferior 

Co. 


Reg. 


.  .191 
Div .  . 


Th(!  standing  of  your  men  in 
the  |)sycIiologif'aI  examination  i.s 
as  indicated  helow.  An  asterisk 
(*)  following  the  rating  of  a  man 
indicates  that  he  is  relatively  il- 
literate in  lOnglish  l)ecaus(>  of  for- 
eign l)irtli,  lack  of  education,  or 
inferior  intelligence,  The  letter 
E  indicates  that  tlu;  man  has  been 
recommended  for  Develojiment 
Battalion,  special  service  organi- 
zation, or  discharge. 


Name 


Grade 


Name 


Grade 


Name 


Grade 


294 


ARMY  xMEXTAL  TESTS 


PSYCHOLOGICAL  REPORT 


Station 

To  the  Surgeon  General,  U.  S.  Army.    For  week  ending  Saturday 1918. 

(To  be  mailed  on  or  before  following  Tuesday) 

1.  Organizations 

examined: 


2.  Number  men 
examined: 


White     Colored     Total     No.  men  given     No.  men  given  E 
indiv.  exam.         in  indiv.  exam. 
Enli.ited      White . 


Officers 
Alpha 

3.  Number  of  men        only 
examined  by:  

4.  No.  E  grades:  

5.  Mental     Below  0.       6-7. 


Colored . 


Beta 
only 


7-8. 


Beta  after 
Alpha 


8-9.       9-10. 


Individual 


Pt.  Sc. 


St.  B. 


Perf. 


11-12.        12  and  above. 


Groups:    

6.  Number  cases 

reported  for:  •  Discharge 

7.  Personnel  reporting 

IN: 


Development 
Battalion 


OUT: 


Regular 
training 


8.  Correspondence  and  reports. — Surgeon  General's  Office 


Special  service 
or  training 


ILL. 

Special  detail: 


TO.         Date.         Subject.  FROM. 

1.  1. 

2.  2. 

3.  3.       • 

4.  4. 

5.  5. 

6.  6. 
9.  Conferences  and  Special  activities. 

10.  Supplies:                    Alpha Beta 

5     6     7     8     9  0 

On  hand         .... 

Needed          .... 

Other  equipment  needed: 


Date.         Subject. 


Pay. 
Rec. 


Rep. 
Psy.  E. 


Pt.  Se.     St.  B.     Perf. 


Examiner . 


INDEX 


Alpha  blank,  form  5,  tests  1-8,  206-219 
forir  6,  tests  2-8,  22f>-233 
form  7,  tests  2-8,  231-247 
form  8,  tests  2-8,  248-261 
form  9,  tests  2-8,  262-275 
examination,  16,  directions  for,  53-66 

test  1,  form  5,  54 

test  1,  form  6,  56 

test  1,  form  7,  58 

test  1,  form  8,  59 

test  1,  form  9,  61 

test  2,  63 

test  3,  63 

test  4,  64 

test  5,  64 

test  6,  64 

test  7,  65 

test  8,  66 

direftions  for  scoring,  66 

equivalent  scores  for,  133,  134 

keys  for,  7()-77 

procedure,  53 

scores  in  educational  institutions,  163 
Analogies  test,  65,  158 
Apparatus,  for  beta  examination,  79 
Appendix  A,  Exuminer's  (luide,  133 

B,  Examiner's  (luide,  135 

C,  Examiner's  Guide,  137 
Applications,  educational,  188-193 

of  mental  measurements,  184 
Arithmetical  problems,  63,  157 
Army  examining,  directions  for,  41 
introduction  of,  19 
group  examination  "a,"  7 
groups,  intelligence  of,  27 
tests,  in  S.  A.  T.  C,  153 

practical  effects  of,  197 
requirements  of,  2 
295 


296  INDEX 

Assignment,  in  army,  25 

Atlanta  Southern  Dental  College,  results  for,  167 

B 

Beta,  blank,  276-283 

examination,  16,  79 

and  army  occupations,  199 
apparatus  for,  79 
blackboard,  2S4 
demonstration  figures,  284 
demonstration  maze,  290 
directions  for,  79-88 
directions  for  scoring,  88 
equivalent  scores  for,  133-134 
key,  276 
procedure  in,  80 
test  1,  83,  277 
test  2.  83,  278 
test  3,  85,  279 
test  4,  85,  280 
test  5,  86,  281 
test  6,  87,  282 
test  7,  87,  283 
test  8,  insert 
Bingham,  Lieut.-Col.  W.  V.,  tests  in  colleges,  172-177 
Blackboard,  for  beta,  79,  284 
Brown  University,  results  for,  167 
Building,  for  psychological  examining,  137-142 


Case  School,  intelligence  measurements  in,  165 
Children,  mental  classification  of,  191-193 
Classes,  collegiate,  results  for,  172 
Classification  by  intelligence,  22-24 

mental,  and  educational  treatment,  193 
of  children,  191-193 
College  of  Wooster,  intelligence  measurements  in,  165 
Colleges,  army  tests  in,  161,  177 
Collegiate  classes,  results  for,  172 
Colorado  College,  results  for,  168,  170 
Committee,  on  army  tests,  2 
Companies,  intelligence  of,  34 
Comparison  of  results  for  students,  164 
Conferences,  with  oflicers,  49 
Conscientious  objectors,  intelligence  of,  196 
Contents,  Examiner's  Guide,  42 


INDEX  297 

Cooperation,  value  of,  203-2Ot 

Correlation,  intelligence  and  industrial  efficiency,  201-202 
with  military  value,  30-33 
of  alpha  with  school  data,  189 
of  l)eta  with  school  data,  190 
Correlations,  20 

Crime  and  intelligence,  194-195 
Criteria,  for  army  tests,  2 
Cube  analysis  test,  S3 

construction  test,  105,  121 
imitation  test,  104,  121 
Cubes,  demonstration  for  beta,  79 

D 

Dartmouth  College,  intelligence  measurements  in,  165 
Dearborn,  form  board,  107,  122 
Demonstration  figures,  beta,  284 
Demonstrator,  in  beta,  80-81 
Departments  of  University,  results  for,  171 
Designs,  110,  122 

figures  for,  143-152 
Development  l^attalion,  and  intelligence,  95 
Digit-symbol  test,  85,  112,  122,  290 
Directions,  for  alpha  examination,  53-GG 

for  army  examining,  41 

for  beta  examination,  79-88 

for  individual  examination,  92 

for  scoring  alpha,  66 

for  scoring  beta,  88 
Disarranged  sentences  test,  64,  158 

Dodge,  Lieut.-Commander  Raj'mond,  on  cooperation,  203-204 
on  mental  engineering,  184-188 

E 

Education,  of  soldier,  194 

Educational  applications  of  mental  tests,  188-193 

institutions,  intelligence  measurements  for,  163 
Engineering,  mental,  184r-188 
Equipment,  for  army  examining,  135-136 
for  siKiC'ial  l)uilding,  137-142 
Equivalent  scores  and  letter  grades,  134 

table  of,  133,  134 
Examination,  conduct  of,  52 

for  S.  A.  T.  C,  155 
individual,  92 
purposes  of,  43 


298  INDEX 

Examiner's  Guide,  41-152 

contents,  42 

outfit,  135 
Examining,  general  procedure,  18 

organization  of,  45 
Examining,  plan  of,  in  army,  43-44 


Feature  profile,  102,  121 

First  district  Missouri  Normal  School,  results  for,  169 

Form  board,  107,  122 

G 

Geometrical  construction  test,  87 
Group  tests,  early,  1 
Gun-pointing,  requirements  of,  187 

H 
Hutchinson,  Maj.-Gcn.,  on  personnel  methods,  184 


Illiteracy,  in  army,  194 
Illiterates,  individual  examination,  92 
Point  Scale  for,  96 
segregation  of,  51 

Stanford-Binet  examination  for,  98 
Individual  examination,  15.  92 

choice  of,  93 
examinations,  summary  of,  21 
Information  test,  66,  159 
Intelligence,  and  crime,  194-195 

and  educational  treatment,  192-193 
and  efficiency,  201 
Intelligence  and  military  offence,  194-195 
rank,  38 
service,  95 
and  occupation,  197-200 
and  prostitution,  196 
by  officers  and  arms  of  service,  37 
differences  in  army  groups,  29 
grades,  distribution  of,  25-26 
in  university  departments,  171 
measurements,  supplementation  of,  50 
values  of,  28-40 


INDEX  299 


of  army  groups,  27 

of  companies,  34 

of  conscientious  objectors,  196 

of  regiments,  35 

relation  to  military  efficiency,  30 

tests,  criteria  of  value,  6 

equivalent  scores  for,  133,  134 

method  of  preparing,  2-5 

origin  of,  1 

purposes  of,  43 

reliability  of,  20 

J 
Johns  Hopkins  Univ.  freshmen,  results  for,  167 


K 


Keys,  for  alpha  tests,  70-77 
for  beta  tests,  276 


Letter-grades  and  mechanical  skill  test,  132 

and  performance  examination  scores,  128 

and  Point  Scale  scores,  98 

and  scores,  78 

and  Htanford-Binet  age,  100 

defined,  22-24 

in  beta,  91 

significance  of,  17 

table  of  equivalent  scores  for,  134 
Lincoln  Memorial  College,  Tenn.,  results  for,  167 
Literates,  individual  examination,  92 


M 

Manikin  and  feature  profile  tests,  102,  121 
Massachusetts  Agricultural  College,  results  for,  167 
Maze  test,  83,  113,  122 

demonstration,  290 
Mazes,  beta,  291 
Mechanical  skill  test,  12S 

abbreviated,  132 

norms,  132 
Men,  results  for,  107-170 


300  INDEX 

Mental  age  and  military  service,  95 

and  performance  examination,  127 

Point  Scale,  97 

Stanford-Binct,  100 
Military  value,  relation  of  intelligence  to,  30 
Millersville,  Pa.,  normal  school,  results  for,  169 

N 

Negro  intelligence,  30 

Non-English-speaking  subjects,  performance  examination  for,  120 

Normal  schools,  results  for,  169,  170 

Norms,  for  mechanical  skill  test,  132 

Notre  Dame,  results  for,  167 

Number  checking  test,  86 

series  completion  test,  64,  158 

O 

Occupations  and  beta  test,  199 

and  intelligence,  197-200 
Officers,  conferences  with,  49 

intelligence  by  arms  of  service,  37 
opinions  quoted,  10-15 
ratings  of,  31 
Officers'  Training  Schools,  intelligence  in,  28 

intelligence  status,  36 
Oral  directions,  test,  53,  157 
Organization  of  psychological  service,  45 
Otis,  A.  S.,  group  test,  2 

P 

Performance  examination,  18 

abbreviated,  126 
and  mental  age,  127 
blank,  288-291 
directions  for  record,  123 
equivalent  scores  for,  133,  134 
procedure,  100 

Persormel,  biireau,  179-183 

classffication  of,  178 
officer,  report  to,  45 

Peru,  Nebraska,  normal  school,  results  for,  169 

Picture  arrangement  test,  115,  123 
completion  test,  118,  123 

Pictorial  completion,  87 

Placement,  industrial,  200 


INDEX  301 

Plan  of  examining,  43-44 
Point  Scale,  17 

blank,  285-287 

eciuivalent  scores  for,  133-134 
exaininatioM,  procedure,  96 
score  and  mental  age,  97 
Practical  judgnient  test,  03,  157 
Preliminary  trial  of  tests,  5 
Procedure,  in  alpha,  53 
in  beta,  80 
in  performance,  100 
in  Point  Scale,  9G 
in  Stanford-Binet,  98 
Profile,  psychological,  174-175 
Prostitution,  and  intelligence,  190 
Psychiatrist,  report  to,  45-  Ki 

cooi)eration  with,  40 
Psychology,  imi)ortance  of,  in  army,  203-204 
Psychological  examination,  report  of,  293 
record  card,  individual,  292 
report,  weekly,  294 
Puri)oses,  of  examining,  43 

R 

Rank,  military,  and  intelligence,  38 
Recommendations,  from  examinations,  94 
Record  blanks,  alpha,  200-275 
army,  20.5-291 
beta,  270-283 

I>erformance  examination,  directions  for,  123 
card,  for  individual,  292 
Regiments,  intelligence  of,  20,  35 
Reliability,  of  army  testSj  20 
Report  form,  for  cami)s,  294 

of  examinations,  21-22,  293 
Reserve  officers'  Training  Corps,  results  for,  100 
Results  of  army  examining  sununarized,  12 
of  tests  in  colleges,  100-177 
utilization  of,  47 
Revisions,  of  tests,  15 
Rutgers  College,  results  for,  107 

S 

Sam  Houston,  Texas,  normal  school,  results  for,  169 
School,  mental  classification  in,  191 
Scientific  basis  for  pMjrsonnel  activities,  180 


302  INDEX 

Score,  and  mental  age  for  performance  examination,  127 
in  mechanical  skill  test,  129-131 
in  performance  examination,  124-125 
performance  examination  and  letter-grades,  128 
Point  Scale,  97 
raw,  78 

total,  for  alpha,  78 
total,  for  beta,  91 
Scores,  significance  of,  17 

table  of  equivalents,  133 
Scoring,  directions  for  S.  A.  T.  C.  examination,  159 
alpha,  method  of,  78 

directions  for,  66 
beta,  88 
Scoring,  beta,  method  of,  91 

directions  for  S.  A.  T.  C.  examination,  159 
Segregation,  of  illiterates,  51 
Sex,  and  intelligence,  170 
Ship  test,  100,  120 
Skill,  mechanical,  test,  of,  128 
Social  significance,  of  army  results,  193 
Southern  Methodist  University,  results  for,  167,  168,  170 
Specifications,  industrial,  200 
Standards,  occupational,  198 
Stanford-Binet,  examination,  17 

equivalent  scores  for,  133-134 
procedure,  98 
Statistical  analysis  of  results,  5 
State  Teachers  College,  Col.,  results  for,  168 
Stenquist's  mechanical  skill  test,  128 
Students'  Army  Training  Corps,  examination,  153-160 

intelligence  measurements  in,  165 
Surveys  of  schools,  189 
Symbol-digit  test,  in  beta,  290 
Synonym-antonym  test,  64,  157 


Temperament,  measurement  of,  200 

Terman,  Maj.  L.  M.,  and  S.  A.  T.  C.  examination,  153 

Training  schools,  intelligence  status,  36 

U 

University,  of  California,  results  for,  165 
of  Florida,  results  for,  167 
of  Idaho,  results  for,  167,  168,  170 


INDEX  303 

University,  of  Illinois,  results  for,  171-172 

of  Minnesota,  freshmen,  results  for,  167,  168,  170 

of  North  Dakota,  results  for,  168 

of  Texas,  results  for,  165 
Uses  of  army  tests,  47-48 


Value  of  tests,  officers'  opinions  of,  13 
Virginia  Polytechnic  Institute,  results  for,  166 
Vocational  direction,  basis  for,  200 

W 

Weighting,  performance  examination  score,  124-125 
Women,  results  for,  168,  169,  170 


X-0  series  test,  85 


AA 


III  III  llllli  lllllllllllllMlllllll  I 
000  930  546    7 


CENTRAL  UNIVERSITY  LIBRARY 
University  of  California,  San  Diego 

DATE  DUE 

.v;.  ,    ;  -  1^"'- 

FtB 

J'//\J  pa   7U7- 

MAYlA"'^  ■^^•'. 

.i.    ^.:    VA(i 

DEC  0  5-  'Tf 

CI  39 

UCSD  Libr. 

